A Personal Memoir I
of the Bertholf Years
at Illinois Wesleyan University
Lloyd M. Bertholf
Digitized by the Internet Archive
ILLINOIS WESLEYAN UNIVERSITY
Lloyd M. Bertholf
Illinois Wesleyan University
Bloomington, Illinois 61702
TABLE OF CONTENTS
Chapter 1. The Election of a New President 1
Chapter 2. The First Year (1958-59) 4
Chapter 3. Financial Changes 18
Chapter 4. Development of the Physical Plant 23
Chapter 5. Academic Changes 44
Chapter 6. Presidential Relationships 57
Chapter 7. Summary 78
This is not a historian's history of Illinois Wesleyan University
during the 1958-1968 decade. It is not well documented with foot-
notes and references. It is not unbiased. It is not strictly chrono-
It is rather a series of personal memoirs of things that happened
at the school during my presidency, and of many of the persons
involved. My training has been in science rather than history.
Writing is not easy for me. This project, started some three years
after I retired from office, has extended over another ten years,
and during that time, as so often happens, it is the pleasant things,
the successful things, the self-complimentary things that tend to be
Although I have tried to be fair to my colleagues and to my
predecessors, I am sure that much more of the credit for the
advances made belong to them than my words here will indicate.
And although I have not entirely overlooked the frustrations and
disappointments, the reader will doubtless conclude that this was
a happier and more successful decade than is justified by the
Having admitted all of the above, I am nevertheless fairly well
satisfied that what I have recorded here is true. I have taken pains
to check data rather carefully — data which I obtained from a
review of the Minutes of trustee meetings and faculty meetings; of
my tri-annual Reports to the Board of Trustees; of the weekly
Faculty Bulletin issues; of the weekly student newspaper, The
Argus; of the Illinois Wesleyan University Bulletin, published
usually five times a year; the annual University Catalog; and of my
own diary and personal files. I have had much help from Univer-
sity officials and secretaries and from colleagues who have read
portions of the manuscript.
Lloyd M. Bertholf ,
OF A NEW PRESIDENT
The first intimation that I was being considered for the
presidency of Illinois Wesleyan University came to me when I was
serving as academic vice president of the College of the Pacific,
Stockton, California. It came in the form of a letter from the Rev.
Dr. Raye Ragan, chairman of the search committee of the Board of
Trustees of Illinois Wesleyan. This letter, dated May 20, 1957,
announced the planned retirement of President Merrill J. Holmes
about 14 months later, i.e. July 31, 1958. It said that my name had
been suggested by "an influential and mutual friend,"* and asked
permission to include it in "a small preferred list of nominees for
I gave a rather noncommital reply, but said that since I planned
to attend the National Conference of Methodist Men at Purdue
University, Lafayette, Indiana, on July 19-21, 1957, 1 could probably
arrange to stop in Bloomington, if he wished, on my way back to
So, it was arranged, and in due time I found myself in
Bloomington, registered at the old Rogers Hotel. Next morning Dr.
Holmes met me, took me to the campus, and conducted me through
a very interesting day-and-a-half of conferences and meetings
with administrative officers, faculty, and trustees, though not
many of the faculty were there in Bloomington in the middle of the
I learned many things. I learned, for example, that the Univer-
sity was 107 years old, had about 1200 students, and that Dr.
Holmes had been president since 1947, having been advanced to
that position from the vice presidency after the sudden death of
President William E. Shaw on February 22 of that year. The
campus, located on Main Street some 10 blocks north of the Court
House, consisted of about 25 acres, on which were 17 academic
buildings (among about 100 large elm trees and a few black
walnuts) plus several fraternity and sorority houses, a heating
plant, a number of faculty homes, and several temporary war-
surplus buildings used for offices and as apartments for married
students. The library consisted of approximately 54,000 volumes.
The total assets of the University were about $7,000,000, consisting
of buildings, grounds, and equipment valued at $4,500,000 and
endowment of $2,500,000. There was an indebtedness of nearly
Academically, the University seemed to enjoy a good reputation,
for it had not only been given the usual North Central Association
* I later learned that the "influential and mutual friend" was the late Dr. John O.
Gross of the Methodist Board of Education, Nashville, Tennessee.
regional accreditation for many years, but in addition held the
prestigious approval of the Association of American Universities.
I liked what I saw and heard at Illinois Wesleyan, and was
pleased with the openness and frankness of the people who inter-
viewed me. But I did not permit myself to consider very seriously
the possibility of my going there, for I knew there were others
being considered. Also, I was very happy at the College of the
Pacific, and was not at all sure that I wanted to exchange an
academic vice presidency for a job which entailed responsibility
for an entire institution.
It came as a considerable surprise, therefore, when on
September 12 I received a telephone call from Dr. Ragan and Mr.
Ned Dolan, the latter being president of the IWU Board of
Trustees. They told me that I had become the unanimous choice of
the search committee, and asked me if I would accept the position
if elected. This plunged my wife and me into the deepest sort of
prayerful consideration for the next six days. The scales seemed to
tip first one way and then the other. What gave the final push in
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favor of accepting, I think, was the conversation we had with Dr.
and Mrs. Thomas Lugg of Evanston. Dr. Lugg was at that time
treasurer of the Methodist Church, and a member of the IWU
Board of Trustees, and I learned that just at that time he and Mrs.
Lugg happened to be in San Francisco for a meeting. Accordingly, I
called his hotel and got an appointment, and Martha and I went in
to see them. The picture of the University which Dr. Lugg
presented, the dreams he had for its future, and the obvious
sincerity of his support did much to convince us both that this was
a Divine call for me. So, on September 18 I wrote Dr. Ragan saying
that I would accept the presidency if elected.
The next meeting of the Board of Trustees was scheduled for
October 22, 1957, and it was arranged that my wife and I would
come to Bloomington that day, when the formal election would
take place. Everything went according to schedule. I was present
at the Board meeting and heard the search committee make its
report, submitting my name as its only nomination. I was asked to
leave the room for a few minutes, and on my return was told that
the report had been approved and that I was elected the
fourteenth president, to take office on the following August 1. All
eyes turned to me, of course, and I realized, really for the first
time, that I was expected to make a sort of "acceptance speech,"
and I was totally unprepared. The only response I could think of,
on the spur of the moment, was the story of the one-string-cello
player.* So I arose, and after a few words of thanks, told that
story — then sat down. It was only years later that I heard the
sequel to this event: It seems that when the meeting broke up, one
of the Board members turned to another and said: "We thought we
were getting an ace for a president, but it looks like we got the
In the nine months that followed, President Holmes was very
gracious in sharing with me quite frankly the many questions that
kept coming up for decision — questions of budget, of alumni rela-
tions, of curriculum, of faculty appointments, etc. I made two or
three visits to the campus during this period, and he visited me at
least once in Stockton. As a result, I felt fairly well oriented when
on July 30, 1958, my wife and I arrived in Bloomington preparatory
to my taking over the reins on August 1.
* The story tells of a would-be musician who finally realized a life-long ambition by
inheriting a cello. Not knowing anything much about the instrument, he started
his practice by tuning up only one string, and then began sawing away continuous-
ly with his bow on only that one string and with his finger on only one place on the
finger-board. His wife endured this for a few days, but finally could stand it no
longer. "Why don't you use all the strings, and move your fingers up and down to
different places, like other cello players do?" she demanded. "Ah," he replied,
"they are looking for the place; I have found it."
THE FIRST YEAR
Martha and I arrived in Bloomington on July 30, 1958, after a
drive across country from Stockton, California. The president's
house had been vacated by Dr. and Mrs Holmes, but there were a
few changes being made (closets, etc.) in accordance with our
requests, so we were given temporary quarters in Pfeiffer Hall for
the few days required to complete these changes, and for our fur-
niture to arrive.
The Bertholfs at the door of the Presidents House.
Meanwhile, I was getting acquainted with my office and my staff
in "Duration Hall."* Although the office was certainly nothing to
be proud of, I soon came to be very proud indeed of the staff I had
inherited from Dr. Holmes.
* "Duration Hall" was the roofed-over, partially underground, first floor of the old
Hedding Hall which had burned in 1943. It had been converted into use as
administrative offices "for the duration" until more adequate quarters could be
provided, and this "duration" had extended by this time for 15 years! By the time
I arrived, however, plans had been virtually completed for the construction of a
new administration building, so the end of the "duration" was at last in sight.
There was, first of all, my secretary, Ruth Ward. Quiet, pleasant,
modest, efficient, knowledgeable, well organized, loyal, and intel-
ligent, she did more than anyone else to orient me to my routine
duties, and I came to depend on her implicitly during my entire 10-
The dean of the University was Dr. William T. Beadles. Bill was
a man of about my own age, who had been at the University, either
as a student or a teacher, practically all of his life. In spite of his
great knowledge of everything that had transpired at the institu-
tion for some 40 years, however, he was very respectful of his new
"boss," and patiently dealt with the sometimes impulsive and
unworkable suggestions which I tended to make out of my own
long "deaning" experience. Bill soon let me know that he had no
ambitions to climb the administrative ladder — in fact, that he
preferred to cast his lot permanently in the teaching field where
he had already made an enviable reputation as insurance
educator. Hence, I was privileged to have his services only one
year as dean, but did profit by the credit that came to the Univer-
sity through his teaching services throughout his 10 years.
As a successor to Dr. Beadles in the deanship, I was able in the
summer of 1959 to secure Dr. John Sylvester Smith, who had been
serving as dean at Dillard University, New Orleans, Louisiana. Dr.
Smith was a remarkably gifted man in many ways, and served
well, I thought, for the two years he was with us. That he did not fit
entirely into our situation became evident, however (to my col-
leagues more than to me, I must say), and in 1961 we were for-
tunate to get Dr. Everette Walker to replace Dr. Smith. Dr. Walker
had been serving for several years on the staff of the Methodist
Department of Secondary and Higher Education for the National
Board of Education in Nashville, Tennessee, and was quite
familiar with Illinois Wesleyan from having been a student here
for a while, and from having served on a survey team sent here by
the University Senate of the Methodist Church in 1957. He became
at home in our situation at once, therefore, and did an excellent
job as dean, working together with me in fine harmony during the
last seven years of my presidency. He was creative, considerate,
clean living, cooperative, a good listener, hard working and effec-
My director of development was Dr. George T. Oborn. George
was an ordained Methodist minister, but his academic field was
history, and he first came to Wesleyan as a history teacher in 1946.
In 1953, however, he was persuaded to take over the fund-raising
job, and by 1958 had had five years of very successful development
experience, working always in close cooperation with President
Holmes. George was highly methodical, with a fine mind for
detail. He was a hard-working student of tax laws, and though he
carefully avoided posing as a lawyer, nevertheless soon came to be
looked upon as an authority in charitable giving and estate plan-
ning. If a donor had something of value in his estate that he wished
to give to Wesleyan, George could be depended on to find a way
for the gift to be made, with minimum loss to the estate's residual
The business manager was Philip W. Kasch, who came to the
University in 1948. Phil, I found, had a remarkably broad concept
of his job. He was dedicated to the task of making the University
function as an educational institution, not simply as a business
operation. Money was a means to that end, not an end in itself. I
soon came to stand in considerable awe of him, for he had exper-
tise in areas of budgeting, accounting, investment, purchasing,
contracting, maintenance, personnel management, etc. — areas in
which I was a rank amateur. Yet he was careful not to flaunt his
knowledge; rather, he was the respectful servant of the University,
and the president was the boss.* How grateful I am to him, not only
for what he taught me but also for his adroit financial planning and
management which brought us through every one of my 10 years
without a deficit.
Another business office man who gave me much willing help
was the comptroller, Max Starkey. There simply has to be a person
like Max in every well-run organization of any considerable size —
a person who never seeks the limelight but who is always ready
with the data that you need, responds instantly to any request you
may make, can be counted on to carry through with the job
assigned, works not by the clock but by the requirements of the
task at hand, and who does it all so cheerfully that he makes you
believe it's fun. That was Max Starkey, and I shall ever be grateful
for the support he seemed always so glad to give. Another business
office person that stands out in my mind from that first year was
the very pleasant and accommodating Mildred Buchholz.
The dean of students was Miss Anne Meierhof er. She had come
to Wesleyan in 1946 as dean of women, but after a few years was
given the more comprehensive title. Anne had the happy faculty of
being able to enter into the lives of students, their concerns and
problems, as if these were her very own affairs. She was thus able
to maintain rapport with students in almost every sort of situation
and could exercise guidance in a way that young people did not
resent. I found her to be very level-headed, and a stabilizing voice
in my cabinet when we were dealing with critical decision-
Another important person in my cabinet was Lee W. Short,
director of admission. Lee was a great idea-man. He was always
thinking up new ways to advertise the University, new reasons for
* The role of the president as the "power figure" on campus was something for
which I was largely unprepared. I had never thought of myself as a person of any
great authority, and to have my suggestions adopted at once and without argument
by many people was rather frightening — at least sobering. It happens to all newly
elected executives, presumably, and we all get used to it far faster than we
should, but I tried to slow down the process and to avoid being a "stuffed shirt" as
long as possible.
bringing prospective students to the campus, new devices for tell-
ing our story to the local business and professional men, new ideas
for Homecoming or Alumni Days, new ways of making our catalog
and other literature more attractive. He was himself an alumnus of
the University and his loyalty to the institution and its program
knew no bounds. That was probably the main secret of his success
as an admission and public relations officer: he believed
wholeheartedly in the thing he was "selling."
Another administrative person whom I found on the job when I
arrived deserves special mention, and that was Joseph Kelley,
registrar. Joe was also an IWU alumnus, class of 1939. He was
appointed registrar in 1956, after he had had a stint in the Air
Force and some 10 years in public school teaching, coaching, and
administration. Joe knew every student by name, I think, and they
trusted him, for he not only ran an efficient registration office but
entered freely into campus activities, especially athletics. He
became a popular referee for high school football contests, and it
was while he was traveling to officiate in such a game on the eve-
ning of October 2, 1964, that he suffered a serious automobile acci-
dent, and died a few days later.
This is the tribute I wrote and published in the Faculty Bulletin
just after Joe's funeral.
JOSEPH DAVIES KELLEY, JR.
The entire campus community is stunned and grieved by
the tragic death early Saturday morning of our own Joseph D.
Kelley, University registrar.
Joe Kelley was everybody's friend. There is hardly a one of
us, whether a faculty member or a student, who does not owe
a debt of gratitude to Joe for some personal kindness done, or
certainly for an efficient service rendered by his office. He
lived only to serve, and Illinois Wesleyan was his principal
medium of operation. In his home, in his church, in his office
and classroom, on the campus, and as an athletics official he
was always the courteous gentleman, modest and quiet, but
marvelously efficient. I fear we shall never be able to replace
him fully, for no one man can ever do all the things he did.
Our hearts go out in profound sympathy to Ruby and the
other members of his family, and our gratitude goes to God
for permitting us to know him and to have had his services for
Wesleyan for these eight years.
—Lloyd M. Bertholf
I have always considered myself particularly fortunate in that I
was spared the hassle that goes on at so many institutions over the
prominence which football is to occupy. And the reason I was
spared this unpleasantness was mostly the reasonableness of the
director of athletics whom I found on the job, viz. Jack
Horenberger. Jack was also an alumnus of the University, class of
1936. He had returned in 1942 as a teacher and coach, and in 1957
had been made director of athletics. Jack was an avid athlete, of
course, with a fine record of success. But he was also eager to
maintain the good name of the University as an educational
institution. When the decision was made, therefore, to grant no
more "athletic scholarships," but to base financial aid to students
in all departments of the University solely on demonstrated finan-
cial need, Jack and his staff went along with the plan loyally,
although unconvinced at first of its practicality. Before many
years, however, they became enthusiastic supporters of the idea.
And in a field where frequent turnover of staff is more often the
rule than the exception, I take considerable satisfaction in the fact
that the entire staff in men's physical education and athletics has
remained intact for all the years (even in 1980) since each man was
appointed: Jack Horenberger in 1942, Don Larson in 1954, Bob
Keck in 1957, and Dennis Bridges in 1964.
Another of the group of administrators I was fortunate to
"inherit" from Dr. Holmes was the University nurse, Miss Velma
Arnold. She was a product of the old cooperative program we ran
for 35 years in conjunction with the Brokaw Hospital School of
Nursing. Miss Arnold was graduated with an R.N. and a bachelor's
degree in the class of 1930. She started to work for IWU in
February 1942, and for the first few years was involved in the Navy
V-l, V-5, and V-7 programs which operated during World War II on
the Wesleyan campus.
Following the close of the war she continued on at the Univer-
sity, setting up a highly successful nursing service here, one of the
few such programs which provided for nursing visits to student
rooms under certain conditions.
It would be difficult to find anyone more loyal to Wesleyan than
"Nurse Arnold" proved to be, as evidenced both by her personal
services and her benefactions. One of the latter was the elaborate
brick fireplace and picnic area on the campus given in 1953 as a
memorial to her mother. Unfortunately, in 1965 this had to be
removed to clear space for the construction of Munsell Hall; but
the idea was preserved by the later construction of a beautiful and
functional cabana in the outdoor space immediately west of
Memorial Student Center. It was at about this time also that the
trustees named the University bookstore in Velma's honor.
One more alumnus of Wesleyan whom I found on the
administrative staff when I arrived was Russell Troxel, class of
1923. Russ had been lured away from public school administration
by Dr. Holmes and named executive secretary of the Alumni
Association the year before I arrived, and it was a happy choice.
Russ vigorously carried on the process of organizing the alumni in
various centers all over Illinois and all across the nation, with the
result that when I came on the job there were literally dozens of
groups ready for me to visit.
This was a good staff, competent, open, friendly, and easy to
work with. I soon came to the conclusion that I would have no dif-
ficulty in getting along with any one of them, and that there was no
need for the "housecleaning" that so often occurs when a new
administrator takes office.
I was much impressed by the quality of the faculty also, and am
tempted here to pay tribute to almost every one of them
individually. Obviously, that is not possible in this brief sketch. All
I can do is to mention by name those who were here at the time I
came, and who stands out in my mind as genuine assets to the
First of all, there were the chairmen of the divisions and direc-
tors of schools: William Eben Schultz in humanities (who died at
his desk, April 16, 1964), Wayne Wantland in natural sciences,
Bunyan Andrew in social sciences, Rupert Kilgore in art,
Lawrence Tucker in drama, and Carl Neumeyer in music. They
were a team that would do credit to any college in their respective
fields, both as teachers and as administrators.
But there were many outstanding faculty members of lesser
rank. In the humanities, for example, there were Elizabeth Oggel,
Lucile Klauser, Joseph and Doris Meyers, all in English; Patricia
Deitz and Constance Ferguson in French; Pedro Labarthe in
Spanish; Paul Hessert, James Whitehurst, and Charles Thrall in
religion; Richard Leonard in history, and Ralph Browns
in philosophy. In the natural sciences there were Dorothea
Franzen in biology and Owen York in chemistry. In the social
science I think of Oliver Luerssen in business, Emil Kauder, in
economics, and Paul Ross and Dewey Fristoe in education. There
were Jack Horenberger, Don Larson, and Bob Keck in men's
physical education and Marian Niehaus and June Schultz in
women's physical education. In political science we had Glenn
Mower, Jr. and Donald Brown. In psychology there was Frank
Holmes; in speech Marie Robinson and Ed Carpenter; and in
sociology, Samuel Ratcliffe and Clark Bouwman.
In the College of Fine Arts, besides the directors, there were
Fred Brian and Nona Craycraft in art; in drama there was John
Ficca; and in music there was a large list, including Dwight Drex-
ler (piano), Henry Charles (voice), Lillian McCord (organ), Mario
Mancinelli (violin), Varner Chance (music education), Ruth
Erickson (voice), John McGrosso (band), Zelah Newcomb (piano
for children), Wilbur Ogden (composition), John Silber (theory),
Maurice Willis (wind instruments), Ruth Krieger (violoncello),
Lewis Whikehart (choral music), and Virginia Husted (music
history and cello).
Those who were here in 1958 will recognize in these names a list
of superb teachers — the primary element of greatness in any
educational institution. I must mention also Mary Smiley in food
services, and Chet Shiers in maintenance. How much I came to
depend on their faithful and expert services!
While getting acquainted with the staff, I was also making some
evaluation of the facilities of the University. By October 28, 1958, 1
had summarized these in my mind, and used the occasion of a din-
ner meeting of the "Illinois Wesleyan Associates" (a group of
business and professional people in the community, plus
administrators and faculty representatives, that had been
organized a few years before) to set forth some long-range goals.
The title of my address was, "Toward the Setting of Goals for
Wesleyan's Future Course." As a "North Star" to orient us, I sug-
gested a double-pronged goal: (a) that we should seek to turn out a
product (our graduates) characterized by four C's — Christian
character, comprehensively educated, competent in some chosen
field, and committed to the service of mankind — and (b) that we
aim to become increasingly useful to our local Bloomington-
Normal community. In short, a good Wesleyan product and a good
As specific objectives for the next five years or so, I was brash
enough to make suggestions regarding seven areas of the Univer-
sity's work: curriculum, library collection, religious emphasis, stu-
dent selection, faculty recruitment, finances, and total size of the
student body. Not all the objectives set forth that day were
achieved; these I shall not mention, of course. Many were
achieved, however. For example, I mentioned the need for placing
more responsibility on students themselves for their own educa-
tion (less lecturing and more requiring of reading and writing and
exploring), and this is still a continuing trend in education. I spoke
of the need for improved Wesleyan facilities for the teaching of
languages, sciences, physical education, and dramatics, and
before many years we had a language laboratory, a new drama
building with fine facilities, and new buildings and equipment for
both natural science and physical education.
I held out a goal of 75,000 volumes in the library (instead of the
54,000 volumes we had at that time), and we reached that figure in
about six years. I wanted more doctorates in the faculty, and we
were able in seven years to raise the percentage in the liberal arts
faculty from 35 percent to 50 percent. I suggested as a faculty
incentive the naming of an annual "Teacher of the Year." When
we formed the Century Club later that year we decided to ask this
teacher to give a paper at the annual Century Club dinner and to
present to him or her at that time a cash award. This plan has been
followed ever since.
As a goal for our permanent endowment fund, I suggested the
sum of $10,000 per student, a figure which was being cited by the
"experts" at that time as the desirable amount. This proved to be
much too ambitious, and was not reached in my time. We con-
tinued to work on endowment, however, as my predecessors had
done, and succeeded in adding some $6,000,000 (market value) to
the fund in the 10-year period, which brought it up to about $4,000
As for the new buildings which I envisioned that day in 1958 (a
theatre, two dormitories, an addition to the student center, a field
house, a science hall, a chapel, an art building, a new library, and
additional music facilities), seven were built during my tenure and
three since then, the chapel being the latest one of the three. In
addition, as the program developed, we saw other needs: a second
addition to Memorial Student Center was built; also a book store; a
thorough renovation of the old Science Hall was made for the
School of Nursing; and a new astronomical observatory was
As I think back on that first year at Illinois Wesleyan, here are
some of the impressions that still linger with me:
1. One of the most persistent memories is the drone of power
saws cutting down some 102 stately campus elm trees that had fal-
len victim to the Dutch elm disease and phloem necrosis. And after
the trees had been cut in pieces and removed, there was the added
buzz of the machine that dug into each stump, reducing it to a pile
2. The first Methodist Youth Day was inaugurated that fall under
the initiative and management of Lee Short. Each fall since 1958, at
one of the Saturday home football games, church youth and their
pastors have continued to descend on the campus in great numbers
(about 2,500 on that first occasion) in order to see our facilities,
learn something of the program, meet the administrators, enjoy a
picnic lunch, and see a football game as guests of the University. It
has been a very effective recruiting idea.
3. Another enjoyable memory is that of the monthly dinner
meetings of the All-University Council, a group of about 20 student
leaders plus an equal number of faculty advisers of student
organizations and a few administrators. After dinner there were
brief reports on up-coming events, together with questions and
answers regarding University policy and any other question that
came to mind.
It was at the October 1958 meeting of this council, I believe,
when I announced that as of the following fall the entire student
activity fee would be given over to the control of the Student
Senate. We indicated the general kinds of activities the fund
would be expected to finance (e.g., the Argus, the Wesleyana,
chapel speakers, dance bands, etc.) and stated that the University
would be responsible for collecting and banking the money, but
that the Student Senate treasurer would be free to draw upon it on
order of the Student Senate. Each year, just before the deadline
for catalog copy came around, we would expect the senate to tell
us the amount of activity fee they wished to charge for the follow-
ing year, and any reasonable amount would be approved and
published in the catalog.
4. On the last Sunday evening before Christmas vacation we
held the All-University Christmas Carol Sing. This had been
inaugurated the year before by Sigma Alpha Iota and Acacia. A
committee was formed to work out a program of carols, one from
Inaugural recessional, February 7 7, 1959. President Bertholf with Trustee Louis Williams
(left) and Dr. Harold Case (right), president of Boston University.
each Greek house and residence hall and one from the faculty. At
about 6:45 p.m. columns of students from various directions began
converging on the president's house, where Martha and I had
invited faculty to come, and for 15 minutes or so we were
serenaded by a large crowd of students on the lawn. Then we all
moved over to the Main Lounge of the Memorial Student Center,
where we of the faculty gathered in one group and the students
from each house formed a group of their own, and we each sang
our assigned carol in turn. There was delightful comradeship and
a bit of rivalry in all of this that was most enjoyable. The evening
was then topped off with doughnuts and cider.
5. Of course I remember vividly the inauguration ceremony,
which was held on February 11, 1959. Bishop Donald Tippett came
from Berkeley, California, to be our main speaker; Louis L. Wil-
liams, attorney and secretary of the Board of Trustees, was master-
of-ceremonies. Official delegates came from some 125 colleges,
universities, and learned societies. Dr. Harold Case, president of
Boston University, gave the address at the inaugural luncheon.
Our son from Roanoke, Virginia, and our daughter from Nashville,
Tennessee, and my mother from Spivey, Kansas, were all present
that day to share in the festivities. (My father had died just two
6. The ground-breaking for the new administration building was
a memorable part of the inauguration day program. It was later
named Holmes Hall in honor of my predecessor, Dr. Merrill J.
7. I remember vividly also the planting of the International Tree
of Learning, which was another feature of the inaugural exercises.
Flags surround newly planted International Tree of Learning.
This was a project suggested by one of our trustees, Rev. Loyal
Thompson, who was a great nature-lover. Dr. George Oborn took
over the job of obtaining small mailable samples of soil from the
campuses of 198 universities, 175 in this country and 23 abroad,
including one each from Korea and Australia. These samples were
all mixed together, sterilized by heat, and on that day were added
to the soil that was thrown around the roots of the 10-foot Douglas
fir as it was planted at a spot immediately west of where ground
was to be broken later that day for the new administration
Dr. Pedro J. Labarthe, Professor of Spanish and a native of
Puerto Rico, composed the following poem entitled Tree of Learn-
ing, which was published in the Argus the following week:
In this land of ours,
In this blessed land,
In this proud land of the good Abraham
Shall grow the Tree of Learning
Planted in this century and a half of his birth,
And the roots of this Fir
Knowledge from the soils
From all over the world.
And the different languages
Brought in each handful of earth
Will have a common language among men-
Love of Learning.
And Confucius will speak
And Netzahualcoyotl will recite his poems
And also Lao Tze and Gautama Buddha.
And from Taka-no-Hare
As from Parnassus
The trumpets will winnow
Hosannas in the languages
Of Aristotle and Plato
And Virgil and Horatio
And Santiago and Loyola
And Wesley and Luther
And Pope Pius XII.
Crystal trumpets of knowledge.
And the clear crystal notes
Will crumble down the Jericos and Babels of ignorance.
A nimbus of light
Above the Fir
The everlasting green Fir
Will shine tenderly . . .
The hopeful and guiding light
In man's soul . . .
Thus bringing closer and closer
The children from all the sunsets and all the dawns
Around the Fir:
Scepter, green scepter
In the kingdom of brotherhood.
Hosanna and hallelujah
To this work of God,
To this heart
Nurtured with earth from all the lands.
Good Mother Earth
From the Mansions of Knowledge.
And the green Fir
Will grow and grow
With the generations to come.
And it shall be
The alert vigilant
Of our youth —
Citizens of the winds:
North, East, South, West,
Brethrens of all creeds and races
Let us love each other
Under the light of Learning.*
Wesleyan leaders in 1959: President Bertholf, Chancellor (and former President) Merrill
J. Holmes and Trustee Ned Dolan.
8. Another thing that stands out in my mind regarding that first
year is the excellent cooperation I received from former President
Merrill J. Holmes. Dr. Holmes had asked for, and had been given,
the title of chancellor upon his retirement. As chancellor he was
allocated a small stipend and was asked to continue to make public
relations and development contacts. After he and Mrs. Holmes
had taken an extended vacation trip by station wagon, they
returned to the home here in Normal which they had purchased
just before retiring. Dr. Holmes made several trips for the Univer-
sity during the following two years, and was used as a consultant a
number of times by the Methodist Board of Education in Nash-
ville. In 1962, however, he became a victim of cancer, and on May
22, after several months of painful illness, he passed away.
* As a footnote on the later history of this tree, I need to report that it grew as if
inspired by the bits of soil it had attracted from so many different places. Within
the next three years or so it was large enough to become the official campus
Christmas tree, and a tradition soon developed that it was to be lighted as a part of
the All-Campus Christmas Sing each December.
When it came time to locate the new library building in the spring of 1966, the
tree was found to be in the way. So, in spite of the fact that by this time it had
grown to be over 25 feet tall, it was successfully moved some 20 feet nearer to
Holmes Hall, where it continued to thrive. One morning in the fall of 1967 as I
came into my office and went to the window as usual to take a look at the library
under construction, I was horrified to see the International Tree of Learning lying
ignominiously on its side. It had been hacked down during the night by someone
whose identity remains a mystery — to me, at least. It is likely that someone
reading this account will know who did it, but there's no point in telling me now,
for it would be difficult, even now I must admit, for me to forgive the culprit or
culprits. And the fewer unforgiven culprits I have on my list as I approach the
Pearly Gates, the better.
9. Not only did I receive fine cooperation from Dr. Holmes, but
this was true also of the Board of Trustees. I made it a point within
the first several weeks to visit every trustee insofar as possible at
his or her place of business, and this proved to be of great advan-
tage to me in getting quickly acquainted. Most of the friendships
developed as we worked together have continued to the present
I was especially appreciative of Ned E. Dolan, president of the
Board, and Louis L. Williams, secretary. Both of these men were
graduates of the old Wesleyan School of Law. Williams was a prac-
ticing lawyer and Dolan was head of a printing and stationery
business, but each had a keen legal mind and was thoroughly
devoted to Wesleyan's progress. Each of them gave uncounted
hours of service to the Board and its executive committee, with
never a thought of legal fees or other compensation.
By way of summary, it is interesting, I think, to note the various
"firsts" that occurred that year of 1958-59. I cite these not to direct
credit to myself, for the foundation work of most of them had
already been laid by others before I arrived. But it was thrilling to
be a part of an ongoing and creative program from the very start of
my administration. The following are not all of equal importance,
of course, but they do indicate something of the ferment of ideas
1. Because of a National Science Foundation grant received dur-
ing the previous year, the first graduate Summer Science Institute
was held in the summer of 1958.
2. In October, as mentioned above, we held the first Methodist
3. In October, also, we started the series of All-University Coun-
4. In January we received a grant of $50,000 from the Kresge
Foundation toward our building fund for the administration
building; also a gift of $30,000 from Mr. V. C. Swigart to start the
Amanda E. Swigart organ fund.
5. In April was held our first "retailer-for-a-day" dinner, bring-
ing together business executives from the community, business
administration students from the University, and faculty
members, after the students had spent a brief internship in the
stores, offices, and factories of the community.
6. In April also we held the first of a long series of Faculty-
Church Relations dinners. Forty clergymen from the community
accepted our invitation and we paired them with 40 faculty
members, for a delightful evening.
7. It was during the month of May that year that the Century
Club was started, although we did not get the by-laws composed
until the next fall.
8. Late in the year the Board approved the equipping of a
9. During that year we closed out the two-year program in
vocational business training.
10. Ground was broken on February 11, as previously noted, for
the new administration building.
11. The president's house was improved by the adding of a new
bedroom and a second bath, and the building of a new garage.
As we closed that first year, I wrote the following for the 1959
From where I sit —
As a new president takes the chair occupied by Dr. Merrill
J. Holmes with so much distinction for the past eleven years,
what is the view he gets? What is the outlook?
I am glad to say, in the first place, that the outlook is friend-
ly. The name "Illinois Wesleyan" has come to be an honored
and respected name, and people everywhere are speaking of
it in highest terms.
But, more importantly, the outlook is optimistic. There are
problems ahead, to be sure — the danger of continued infla-
tion, the need for new and improved facilities, the finding
and keeping of superior teachers, the pressure of secularism
and materialism and mediocrity — but these have always
been with us. And the glory and character of Wesleyan is the
success she has won in this struggle.
From where I sit, therefore, I see opportunity and chal-
lenge and hope. It is thrilling to be a part of this venerable but
vital institution, and to join hands with you in her forward
Coming as I did from a background of "deaning," my interests
were at first slanted very much in the direction of the educational
activities of the University. But I soon found that my attention now
had to be devoted to finances more than to curriculum or pedagogy
or keeping up with scientific research.
One of the planks in my "platform" — one which I had laid down
from the very start, even during my visits to the campus before
being appointed — was that the University must each year have a
balanced budget. Little did I realize, however, how difficult of
accomplishment that would be. Increases in expenditure seem to
be inevitable, even in excess of those caused by inflation, because
to "improve" a program (which is what we all strive constantly to
do) nearly always means to "spend more money on it."
Of all the many improvements that might have been made, it
seemed to me that an increase in faculty salaries would have the
most wide-ranging good effect. But even a modest percentage
boost in so large an item costs a great deal of money. To offset this
we had to plan for increases in tuition charges, plus all we could
generate in endowment income, alumni fund, church support,
Associated Colleges of Illinois support,* and other miscellaneous
One important "miscellaneous" source of income was that of
our "Special Investment Fund." It was back about 1948, I believe,
that the trustees had set aside a few thousand dollars to establish
this fund. They proposed to call upon this pool whenever an
opportunity came along to purchase a "special" type of business.
The particular type they were looking for was a closely-held (i.e.,
family owned) company in which the owner, usually over a long
period of time, had built up a highly profitable operation — so
profitable that the combination of corporation taxes and the high
personal income taxes were taking the major part of the owner's
Such an owner, coming near the time of retirement, often found
that rather than making a cash sale of his business to another
person and paying the 25 percent capital gains tax (which would
be high because the original cost was probably very low), he could
* The Associated Colleges of Illinois was a group of about 27 private colleges and
universities in the state which had organized themselves into a corporation, and
had set up an office, with an executive director, in Chicago. Each year, the presi-
dent and the director of development of each institution were obligated to spend a
certain number of days, each teamed up with another president or director of
development, in calling upon business and industry leaders for contributions. The
money thus collected, after headquarters expenses, was divided among the
institutions according to a pre-arranged formula.
do better by selling it to a not-for-profit organization such as
Illinois Wesleyan for a small down-payment and taking a note at
good interest for the remainder.
The advantage to Wesleyan, of course, was that after a few years
of allowing the profits from the business to pay off the note, the
full ownership would now reside in the University, and the
business could be sold at good profit. Meanwhile, it could continue
to be operated (often by hiring the former owner to do so) for
Wesleyan's benefit. Naturally, the University paid all the neces-
sary corporation taxes, as the former owner had done, but at that
time nonprofit institutions enjoyed some other tax exemptions
which made such business ventures, when astutely purchased and
skillfully operated, highly favorable.
When I came to the presidency, some nine or ten years after the
start of this fund, the project was approaching its maximum
productivity, and we were able to derive from it a sum equal to
what would have been the income from several millions of
additional endowment. Not only did this operation furnish an
increment to our operating funds to keep us in the black for
several crucial years, but it was of significant help in giving us the
capital needed to purchase certain equipment, such as for the first
language laboratory. And what was even more important, it
enabled us to come up with the matching funds required for the
Federal loans we obtained to build many of our new campus
After a few years a change in the tax laws made it unprofitable
for the University to continue these businesses, and our holdings
were gradually liquidated. A rough estimate indicates that during
the time in which the Special Investment Fund was in operation, it
furnished to the University a total of more than $5,000,000 in cash
As a long-time faculty member myself, I was acutely aware of
the value of a high quality teaching staff in a college of this kind.
My criteria for "high quality" teachers included a good balance
between love of the subject-matter of one's specialty and love for
students and their learning. I often told the faculty that I was more
anxious for IWU to be known as a place of "great learning" than
merely as a place of "great teaching." Learning takes place best,
we all know, when students are somehow induced to put out
genuine learning effort of their own. The teacher functions best,
therefore, when he or she shows enthusiasm for the subject and
indicates its practical application, when he or she makes definite
assignments and suggests the best available resources for carrying
out the assignments, and then holds students accountable for high
levels of performance.
In the 1950s and 1960s, with constantly expanding enrollments
all over the country and the formation of many new colleges, par-
ticularly junior colleges, there were not enough good teachers to
fill the demand. Hence, the special importance of raising our
salary scale high enough to keep the good teachers we already had
and to be able to compete with the best colleges in the market for
new teachers. Naturally, we were not able to do this all at once.
But in the 10-year period we succeeded in raising the salary of the
regular full time teaching staff (professors, associate professors,
assistant professors, and instructors) from an average of $4,699 in
1957-58 to an average of $10,741 in 1967-68, an increase of 129 per-
cent. This raised us from a "C" and "D" rating in the AAUP scale
to an "A" rating in all except the full professor rank.
The full time equivalent enrollment increase at Wesleyan dur-
ing the 1957-67 decade was from 1,194 to 1,610, that is, by 416 stu-
dents, or 35 percent. This, together with inflation and rising costs
everywhere, caused an increase in our total educational and
general budget of 213 percent (from $925,050 in 1957-58 to
$2,891,102 in 1967-68). Nevertheless, at no time did we have an
operating deficit; always we were able to cover our expenses by
increases in tuition, increases in the amount of annual gifts from
alumni and friends, increases in endowment income, and subsidy
from the Special Investment Fund.*
Another financial statistic which is rather significant is the
increase in the value of the physical plant during this period. A
description of the new units added will be given later, but suffice
it at this point to say that based on actual cost of construction (but
without considering depreciation) the total value of the physical
plant rose from $4,445,081 to $14,158,965 in the 10-year period, an
increase of 219 percent. Of course, the indebtedness rose also,
from $988,935 to $4,990,896 (mostly in low-interest government
obligations). Subtracting the debt from the total value, we get a net
increase during the decade of 165 percent.
Tuition charges constituted a signficant proportion of our
income during those years, as is always true in private colleges
and universities. The basic charge in our College of Liberal Arts,
including the student activity fee (required of everyone) rose from
$490 per year in 1957-58 to $1,627 in 1967-68, which is a 232 percent
increase (cf. a 212.5 percent rise in educational and general ex-
penditures). Offsetting the actual student charges, however, was a
very substantial addition to the student aid funds, both for loans
and for grants.
A couple of years before I arrived, one of the loyal alumni, Mr.
Roy Church, of Memphis, Tennessee, had created a loan fund of
$50,000 to be known as the Edgar M. Smith Loan Fund, in honor of
his father-in-law, who was president of the University from 1898 to
*The endowment fund grew from $2,403,636 in 1957-58 to $5,061,126 in 1967-68 =
110.5 percent. As for our use of the surplus from the Special Investment Fund,
during the first two or three years of the decade, we took as much as $100,000 a
year from this source to apply to the educational and general budget, but we con-
cluded that this was contrary to the real purpose of the S.I.F., which was designed
to fund special, non-recurring needs of the University, and so the use of this sup-
port for current expenses was tapered off to zero well before the decade ended.
1905. This generous gift, added to loan funds already on hand, gave
us a total of about $75,000 to use for this purpose. By 1967-68 this
had increased to well over $1,000,000, largely because of the
National Defense Loan Fund of the Federal government. These
funds were loaned to students, usually without interest so long as
the students were attending a college or university, after which
they were to be repaid in easy monthly payments at reasonable
Soon after I came we announced a policy that no qualified stu-
dent would be denied admission to Wesleyan because of inability
to pay the tuition charges. In order to administer this policy, we
asked each student who wished to apply for financial assistance to
fill out, with the help of the parents, a confidential financial state-
ment. On the basis of this information, the student was then
offered a package of aid in one or more of three categories: a
monetary grant, a loan, and/or a work-job on the campus. A large
segment of the grant money was, in the later years of my
administration, supplied by the State of Illinois in its State
Scholarship program, and by the Educational Opportunity Grants
of the Federal government. In the endowment funds of the
University there were also numerous gifts and bequests that had
been earmarked for scholarship aid, and through the interest
derived from their investment the total of these grants to students
rose from about $73,000 in 1958 to over $725,000 in 1968, nearly a 10-
By means of these various programs we were able to keep stu-
dents coming to Wesleyan who would otherwise have had to drop
out. The proportion of students receiving financial aid steadily
increased during those years from 43 percent in 1958 to 61 percent
The administration of the financial aid program became an
increasingly important part of the entire University program, for it
was closely linked to our success in attracting and holding stu-
dents. But we were also aware of the fact that it could ruin us
financially if not held to a carefully balanced budget, and it could
easily ruin our public relations with students and their parents if
not administered fairly. Much of the success we had in steering
between these dangerous shoals can be attributed, in the first half
of my administration, to Miss Anne Meierhofer, dean of students,
and her staff, and in the last half of the decade to Mr. Lynn
Nichelson, who took over the directorship of financial aid in 1962,
and did a superb job.
Century Club. Although I am frequently given credit for starting
the Century Club, the credit actually should go mainly to George
Oborn. He and I worked together in the spring of 1959 and the fol-
lowing fall to get the club organized and to build up a founding
membership based on minimum dues of $100. It was my idea,
however, to have the club sponsor an annual dinner each spring at
which time a member of the faculty would be honored. This
teacher would be the featured speaker at the dinner, giving a
paper which would demonstrate his or her ability to make plain to
a general audience some subject in the teacher's own field of
study. An award of $250 was also to be presented. The club by-laws
were drawn up and adopted on October 15, 1959.
The faculty formulated rules for selecting the honoree, and for
the first dinner, in May of 1960, selected Professor William T.
Beadles. By that time we had 67 charter members.
The idea grew. Without any major effort on our part the
membership increased to 88 in 1963, to 111 in 1965, and to 171 in
1968. The honorees for the remaining eight years of my administra-
tion were: Wayne Wantland, Dwight Drexler, Elizabeth Oggel,
Rupert Kilgore, Dorothea Franzen, Joseph Meyers, Marie
Robinson, and Bunyan Andrew. I think everyone who had ever sat
in class under these persons recognized them as "great teachers."
By 1967 we felt secure enough in the idea of a "giving club" to
organize a President's Club, with a fee of at least $1,000. During the
first year of this organization we secured 41 charter members,
which grew to 44 in 1968.
Dads' Association. I think it was Lee Short who first proposed
the idea of designating one of the football games as a Dads' Day
game, to be preceded by a stag luncheon for dads of current stu-
dents. The first of these was held on November 8, 1958. The Dads'
Association was not organized, however, until two years later,
with Charles Merritt as its first president.
Inasmuch as we had already announced (on October 31, 1958)
that beginning in the fall of 1959 the tuition fee would be waived
for any student whose bread-winning parent had died after the
student had enrolled at IWU, we challenged the new Dads'
Association to pick up this responsibility. The men did so with
great enthusiasm, and at the November 11, 1960, luncheon raised
some $1,700, as I recall, on the spot simply by passing the hat.
Al DEVELOPMENT OF THE
H_T PHYSICAL PLANT
The campus and its improvements in 1958 consisted essentially
of the following: There were roughly 24 acres of land in the central
campus, bounded by Main Street, on the west, Emerson on the
north, Park on the east, and Graham on the south. In addition,
there was the 4.6-acre athletic field (Wilder Field) located one
block northeast of the main campus.
Not all the property in the main campus was owned by the
University at that time, but the Board of Trustees had already
embarked on a definite policy of purchasing the 8 to 10 remaining
properties as soon as they might come on the market.
The academic buildings consisted of 13 structures: Hedding
("Duration") Hall, Shaw Hall, Presser Hall, Buck Memorial
Library, Science Hall, Old North Hall, the Behr Observatory, a
faculty office building, a dramatics scene shop, the workshop
theatre ("Spotlight Alley"), the art building, the art gallery
building, and Memorial Gymnasium.
The residential and activity buildings consisted of: Blackstock
Hall, Southwest Hall (now called Gulick Hall), Pfeiffer Hall, Kemp
Hall, (old) Munsell Hall, Magill Hall, Franklin Hall (now called
Dolan Hall), and the Memorial Student Center. There were also
six sorority and six fraternity houses, a power plant, a stadium,
and the president's house.
The first building project of the new administration after my
wife and I arrived was the making of an addition to the president's
house and the building of a garage for our personal car. The addi-
tion consisted of a downstairs bedroom and a bathroom. Work had
already started on the garage, as I recall, by the time we got here,
and that on the house followed soon afterward. It was completed
in the spring of 1959, at a cost of about $12,000 for both structures.
Administration Building. The second building project — one that
was already in the final stages of planning when we arrived — was
that of an administration building. Dr. Holmes had kindly sent me
the blue-prints for the presidential office suite and had allowed
me to make suggestions before I came.* Ground was broken for
this building on my inauguration day, February 11, 1959, and the
structure was completed during the Christmas holidays of 1959.
Cost: $443,044. We moved over from old "Duration Hall" about
I remember that one suggestion I made was to have a blackboard on one wall of
the president's office, concealed by a pair of sliding doors. Although this must
have given the architect (and the contractor) considerable extra work, I am happy
to say that it was done, and done beautifully, and it served admirably for my
Cabinet meetings nearly every time we came together for a planning session of
\ , '.'■■;■] ■■■>■:■■
Holmes Hall the administration building, under construction in 1 960.
New Year's Day, 1960. I recall the day on which my new desk and
executive chair arrived. They had just been put into place, but had
not yet been used, and as I stood there admiring the elegance and
beauty of the new office, with its deep plush carpet, its rich
draperies, and shiny new furniture, who should step through the
door but (President Emeritus) Dr. Holmes. It was a propitious
moment for him to arrive — he who had spent so much time raising
money for the building and working with the architect on the
plans, and who was destined never to be able to use it. So, on the
spur of the moment I developed in my mind a little "dedication
ceremony" for the office. Seating Dr. Holmes in the chair, I asked
him to swivel about so as to take in the entire room, and then to let
his spiritual "mantle," as it were, fall on me, so that I might follow
worthily in his footsteps. This he did, very graciously and with
A few weeks later the trustees, at my suggestion, voted to name
the building "Holmes Hall" in honor of Dr. Holmes. At
Commencement time that year (1960) we held the formal dedica-
tion. Dr. Holmes was at the time conducting a survey at Claflin
College, Orangeburg, S. C, and could not be present in person, but
we arranged a long-distance telephone hook-up with amplifica-
tion, so that he was able to speak to the assembled crowd in
person, though not physically present.
Theatre. Meanwhile, at the December 1959 meeting of the
executive committee of the Board of Trustees, I presented my con-
cern regarding the poor quarters for the School of Drama.
"Spotlight Alley" was simply an old carriage house improvised as
a theatre. Not only was it a fire hazard when crowded with its lit-
tle audience, but it offered very meager stage facilities, to say
nothing of dressing and storage rooms and other facilities for a
complete School of Drama. After some discussion, the committee
voted to recommend to the Board that the next new building to be
Laying the cornerstone for McPherson Hall: (left to right) Dr. Bertholf Fletcher Coleman,
Everette Walker, Melba Kirkpatrick.
erected should be a theatre building, and that the second priority
should be a new science building.
George Oborn and I were not long in getting to work on the
financing of these two structures. For the theatre, we approached
Mrs. Henry McPherson, widow of the 10th president of the Univer-
sity. It was eventually arranged that she would deed to the Univer-
sity the farm owned by her and Dr. McPherson, and that the
building would bear the name McPherson Theatre. Specifications
were put out for bids in January of 1962, the contract was signed
May 2, 1962, cornerstone laid October 27, and the building was
completed early in 1963. Cost: $498,582.
The Illinois Agricultural Association Project. As stated above,
the executive committee in December 1959 had placed a science
building in high priority, but none of us at that time had any idea
where the money would come from. We had no way of knowing
that at that very moment officials of the Illinois Agricultural
Association in Chicago, having decided to move their head-
quarters to the Bloomington-Normal area, were wondering where
they could find temporary quarters for their offices while the new
headquarters building was being erected.
On January 4, 1960 the IAA sent a delegation consisting, as I
recall, of their president, their treasurer, an attorney, an architect,
and a contractor, to ascertain how much temporary office space
they could rent in Bloomington-Normal. They needed, they said,
some 50,000 square feet. They found after considerable inquiry
that although they might indeed find that much space available in
the community, it would be so scattered and fragmented that it
could not be used economically.
Constructed by Illinois Agricultural Association, this building later became Illitiois Wes-
ley ans Fred Young Field House.
So, at someone's suggestion, they approached Mr. Ned Dolan,
president of our Board of Trustees. They indicated to him that they
might even be willing to finance the construction of a temporary
building on Illinois Wesleyan land, provided they could use
the building for two years or so, after which time their own new
building would presumably be completed, and they would then
vacate the temporary structure and give it to Wesleyan for
whatever use we might have for it.
After listening to this suggestion from IAA, Ned Dolan called me
on the telephone and asked what I thought of the idea. I told him I
liked it very much — that it seemed like an answer to prayer — but I
made two reservations: one was that we not allow another tem-
porary building to be built on the campus (we were even then try-
ing to get rid of the remaining army-surplus barracks we had), and
the other was that we try to get two smaller buildings built instead
of one 50,000 square foot monster. Would IAA consider, I asked
him, the building of one structure which we could later transform
into a science building, and a second which we could make into a
field house? And, if we should pay the utilities, for example,
would they consider erecting permanent buildings?
Well, to make a not-so-long story even shorter, that is exactly
what was done. IAA agreed to build one concrete-and-block three-
story building of 33,600 square feet to become our science building,
and a 26,600 square foot quonset-type building entirely free of sup-
porting columns on the inside, one suitable for a field house. We
agreed that both structures would consist only of outside walls,
floors, windows, stairs, toilets, overhead shop-type lighting fix-
tures, etc. without interior finishing except paint, without parti-
tions, floor tiling, plastering, air conditioning, or other features we
might eventually wish to add.
On January 12, 1960, we called a special Board meeting, at which
the IAA representatives were present, and there we worked out
most of the details. Then, on January 20 the executive committee of
the Board met and signed the agreement. Meanwhile, our architect
had been hastily called into consultation with their architect, and
plans had been drawn up for the first of these two buildings, the
three-story structure that would eventually serve as our science
building. Within a day or two bulldozers appeared, and the land at
the head of Franklin Avenue was cleared of the remains of the old
power house, and construction began.
It was probably the fastest architectural planning ever done on a
university building. Naturally, haste made waste to some extent,
and we later found, when the detailed blue-prints were completed
for the conversion of this building to its scientific functions, that
many time-consuming and expensive things had to be done that
could have been avoided if we had known just where to install
electrical conduits, openings for plumbing, etc., when the concrete
was first poured.
The Field House. The construction of the second building,
destined to become our field house, was not quite so rushed, but
started within a few months, and was actually completed sooner
than the other.
Our contract with IAA provided that during the several months
required to construct these two buildings to the point where they
could be used by the IAA, Illinois Wesleyan would furnish the
Association rent free some 22,000 sq. ft. of floor space in existing
buildings, so that IAA could move at least a part of its operations to
Bloomington at once. Fortunately, old "Duration Hall," which we
had just vacated, was available and we found the remaining space
in the basement of Magill Hall, one of the men's residence halls.
IAA proved to be a fine organization with which to deal. They
lived up fully to the letter of the contract signed. After they moved
out of the field house we built locker rooms, showers, offices, etc.,
and laid a fine maple floor for a regulation basketball court. The
building was dedicated March 2, 1962, and named the Fred Young
Field House in honor of our illustrious alumnus by that name,
Class of 1915 (law), who had been a sports writer for The Daily
Pantagraph since 1922. Total cost to the University: $454,750.
The Science Building. The completing of the science building
after it was vacated by IAA was, of course, a much more com-
plicated job, and was not finished until February of 1964.
The way in which this building acquired the name of Earl
Edward Sherff is an interesting story.
It seems that the first contact Dr. Sherff had with Illinois
Wesleyan took place in 1931 during the presidency of Dr. William
J. Davidson. At any rate, we have in the file a copy of the letter
which Dr. Davidson wrote to Dr. Sherff on December 21, 1931, in
Also built under agreement with 7AA, this structure was completed in February 1 964 and
named SherffHall of Science.
answer, obviously, to one that Dr. Sherff had sent to him. In his let-
ter, Dr. Sherff had apparently asked three questions on behalf of a
"relative" who was thinking of naming an educational institution
as a beneficiary in a will. One of the questions asked was about the
role of the Methodist Episcopal Church in the governance and for-
mulation of educational policy for the University. The other two
had to do with the policy of the University regarding dancing and
smoking on the campus.
Dr. Davidson answered these questions in a way that was
apparently satisfactory to Dr. Sherff, and as a result it seems that
at that time he and Mrs. Sherff named Illinois Wesleyan as a
legatee of the residue of their estate, although neither had ever
attended here or even visited the campus. Dr. Sherff himself was a
graduate of Albion College, Michigan, and had a master's and a
doctor's degree from the University of Chicago in botany. He had
taught for nearly 30 years at the Chicago Teachers College and had
been since 1936 a research associate of the Field Museum in
Chicago. Out of a modest salary he had bought up a fairly large
number of shares of "blue-chip" stocks and these had increased in
value until at his retirement in 1951 he had a considerable estate.
Apparently the "relative" he had in mind when he wrote to Dr.
Davidson was himself and his wife.
My first contact with Dr. Sherff was by way of a brief letter he
wrote on November 13, 1962, addressed simply to "President,
Illinois Wesleyan University." Its first sentence read as follows:
"As my wife and I have reached a point in our lives where we wish
to revise our wills drawn up more than three decades ago, we
deem it but prudent to secure first-hand from our formerly
designated legatees certain information relating to their guiding
policies". He then proceeded to ask several questions: What was
our policy in regard to "integration" in student organizations and
in regard to accepting gifts designated for a particular race of stu-
dents. He indicated also that his and Mrs. Sherff's particular
interests were science and music, respectively, and asked for a
current catalog and other publications.
I replied as frankly and honestly as I could, and there followed
over the next two months two further exchanges of letters in which
he told about their invalid son, Miner, and their determination to
provide first of all in their wills for his life-time support and care.
He also stated his and Mrs. Sherff's plan to visit the campus
whenever good weather allowed the trip from Hastings, Michigan,
where they lived. This visit took place on Thursday, February 8,
1963. They came unannounced, and it was providential that both
George Oborn and I were on campus and available that day to give
them some time and attention, and to take them to lunch. George
was particularly helpful in all our dealings with the Sherffs. He
sensed at once their need for help in estate planning, and was able
to work out a plan eventually whereby Miner's interests were
amply provided for, and whereby the parents would receive a
good annuity income throughout the life of both.
During the succeeding years there was a steady growth in our
good relations with the Sherffs. They visited the campus again in
1963 at Commencement time, when it was announced that the new
science building would be named the Earl Edward Sherff Hall of
Science, and also on February 5, 1964, when the completed
building was dedicated during Founders Day ceremonies, each
time being entertained by Martha and me at the president's home.
There were, as I recall, one or two additional visits before Dr.
Sherff's death on May 16, 1966. During these three years he
gathered together all his more than 100 botanical publications,
carefully indexed them all, and presented them to our library,
where they are housed as a special collection. During this time
also, Dr. Oborn worked out with Dr. Sherff a series of contracts
whereby the disposal of his entire estate was planned in con-
siderable detail and in a way to minimize the legal and financial
burden that would otherwise have fallen on Mrs. Sherff after his
In the Faculty Bulletin of May 23, 1966, I wrote the following
tribute to Dr. Sherff:
EARL EDWARD SHERFF
In the short time (since November 11, 1962) in which Dr.
and Mrs. Sherff have had a personal relationship to Illinois
Wesleyan, they have proved to be delightful friends, alert to
and interested in every phase of the University's program. It
was with particular sorrow, therefore, that we learned of the
severe stroke that struck Dr. Sherff down on May 12, and of
his death on May 16.
Dr. Sherff was a rare combination of the sensitive teacher
and devoted research worker of the past generation. In fact,
the roots of his training and his professional ethics went back
to the "classical" period of the teaching profession. Even his
diction and his phraseology reflected a classical training, and
to get a letter from him was like receiving one from James
Boswell or Samuel Johnson.
In their several visits here, he and Mrs. Sherff have
endeared themselves to the many of us who have met them,
and we shall certainly miss Dr. Sherff's kindly and alert
interest in each one of us personally. His memory will
remain with us in the name "Sherff Hall," and in the various
benefactions which will accrue to us at a later date.
Meanwhile, we extend to Mrs. Sherff and their invalid son,
Miner, our sincere sympathy, and our wish for her continued
health and happiness. L.M.B.
As it turned out, their son Miner lived only a few months after
his father passed away, but Mrs. Sherff survived for almost 11
years, and visited the campus several times during those years.
The total cost of Sherff Hall probably exceeded $1,000,000, for in
addition to what the IAA spent on the original shell, the University
spent $802,446 for its completion.
What Should be the Size of the University? We had many discus-
sions during the early nineteen sixties regarding the most
desirable ultimate size of the University. There are obvious
advantages in small size, we recognized, but too small a size either
restricts the range of curricular offerings or, if the range is not held
down, tends to increase the faculty-student ratio and thus causes
the cost-per-student to shoot too high. This, in turn, lowers the
faculty salaries and in the long run reduces the total quality of the
We wanted to preserve the "mini-university" model that was
gradually emerging, with our professional schools of music, art,
drama, and nursing. We wanted also to continue to offer students a
liberal education, with preparation for graduate work in 20 or so
fields, along with opportunity for specialization in business,
insurance, education, and in social work.
It seemed to us that this would require a student body of about
1500-1600, and we set our sights on building facilities, both
academic and residential, to accommodate this number for the
next decade or so, with possibly as many as 2,000 in the more dis-
Bookstore. One thing we badly needed was a modern university
bookstore. Prior to 1964 the bookstore had been a small, part-time
operation, handled by the business office for the supplying of text-
books at the beginning of each semester. But by that date we had
abandoned the old "Spotlight Alley" theatre building and had
replaced it with a new building — one designed for an up-to-date
commercial operation, selling not only textbooks but all the usual
merchandise associated with modern bookstores.
We dedicated this structure in January of 1964. Cost: $36,749.
Presser Hall Pipe Organ. Back in the early days of my
administration I had become acquainted with Mr. V. C. Swigart of
Clinton, Illinois. He was an elderly man, a raiser of registered
Aberdeen Angus cattle. His wife had been killed as a bride years
before in a tragic railroad-crossing accident, and he had never
remarried. She was a musician, we discovered and we suspected
that he might like to memorialize her with a gift to our School of
Both George Oborn and my wife and I had visited Mr. Swigart at
his farm and had presented to him the idea of a new organ in
Presser Hall as such a memorial. He gave no indication that the
idea appealed to him, but he did accept Martha's invitation to visit
the campus and to have lunch at our house. On the day agreed
upon, George drove down to Clinton and brought him to my office,
arriving shortly before noon. After we had had a brief period of
small-talk about his cattle, he reached into his hip pocket, pulled
out a well-worn billfold, and extracted from it a dirty, much-
folded, blank check. Spreading it out on my desk and smoothing
out the wrinkles, he brought a stub of a pencil out from his shirt
pocket and said abruptly: "Could you use a check for $30,000?"
After getting my breath again I allowed as how we probably
could. In fact, I told him that this was just the gift we needed for a
new Schantz organ, and that we would name it the "Swigart
Memorial Organ" in honor of his wife.
The new organ was dedicated on November 8, 1961. Mr. Swigart
was present, and our distinguished alumnus, Dr. Robert Baker, at
that time director of the School of Music at Union Theological
Seminary, New York City, gave the dedication recital.
About two years later, with the aid of a second grant from the
Presser Foundation at Philadelphia (their original grant had
financed the construction of Presser Hall in 1929), we were able to
make a rather complete refurbishing of the auditorium in the
building, and on May 30, 1964, we rededicated this, naming it
the Westbrook Auditorium, in honor of Arthur Westbrook, dean of
the School of Music from 1922 to 1939.
Duration Hall. Almost everyone, I assume, is familiar with the
fact that Wesleyan's Old Main building (Hedding Hall) burned in
January 1943. It was a spectacular fire, according to all accounts,
and was certainly a terrific loss to the University at the time. In
order to salvage something from the tragedy, after the debris had
been cleared away it was decided that some use could be made of
the basement area; and so a roof was constructed over the entire
Demolition of Duration Hall, last remnant of Hedding Hall, in 1965 prepared site for con-
struction of University library.
Cornerston plaque and time capsule from 1870 dedication of
Hedding Hall (background) were disappointment to 1 965 viewers.
area, the arch over the main door was left intact, and the building
was dubbed "Duration Hall," to be used mainly for administrative
offices "for the duration," until a new building could be erected. As
noted above, my own use of this building for a president's office
lasted for a year and a half, i.e., until Holmes Administration
Building was completed in January 1960. By that time, the
"duration" had lasted for 17 years.
Actually, however, it lasted for nearly six years longer. After the
administrative offices moved out in 1960, the building was used for
about six months by IAA (while waiting for quarters to be made
available in the "pre"-science building and the "pre"-fieldhouse).
Then it was occupied by the staff of the Central Illinois
Conference of the Methodist Church for most of the remaining
time, until the new Conference office building was completed in
1964. (See page 41) After that it was virtually unoccupied until it
was finally razed in 1965.
I must confess that it was a rather sad day for me when on that
October morning in 1965 a huge bulldozer moved in and began at
the north-west corner of the building to push down the remaining
walls of old Hedding Hall. So much of history resided in these 95-
year-old-walls — so much of struggle and uncertainty, of faith and
perseverance— that it pulled at the heartstrings to see the great
stones treated with such disrespect and violence by a mechanical
monster. My greatest disappointment came when we reached
the two-story-high arch that had been preserved as a frame for the
front door of the building. I had visions of being able to save the
stones of this arch and of re-erecting it as a sort of symbol of
"Christian education for the whole of life." But when the masonry
at the rear of the arch was removed it became evident that the arch
could not be rebuilt as a free-standing structure without a great
deal of expense, and we were forced reluctantly to let it be carted
away as rubble except for the keystone and the bordering stones
constituting the top of the arch. These we saved for the time being,
hoping they could eventually be used, but a few years later I found
that they had been discarded also.
We were also disappointed in the contents of the cornerstone.
Elmo Watkins in his The Illinois Wesleyan Story, 1850-1950, had
reported a detailed inventory of the materials placed in this box on
September 9, 1870. But by the time we retrieved the box from the
cornerstone in 1965, it had rusted through in many places, and the
box and its contents were so damaged by water, mildew, and rust
as to be almost worthless.
Old North Hall During the following summer (July 1966), in
order to make room for the erection of the new library, it became
necessary also to remove Old North Hall. Historically, this was the
first, and for nearly 15 years the only building on the Wesleyan
campus. It had been built in 1856, and by this time was enveloped
in an aura of sentiment on the part of a great many alumni. We
were reluctant, therefore, to destroy it, and considered several
alternative campus plans that might have saved it. But a careful
architectural appraisal of its condition showed that during its 110
years it had deteriorated to a point where its restoration to modern
usefulness would have been more expensive than to tear it down
and rebuild it. And so, on July 9, 1966, the wreckers began
pounding its walls, and within hours it was reduced to rubble. A
few years later, Professor Anthony Vestuto in the School of Art,
made a wax sculpture of the bell tower of Old North, which was
then cast in bronze and mounted on the head of the University
mace, made from walnut wood taken from the interior of Old
North. Thus, a symbol of the University's first building is
preserved for posterity, and is displayed at each University func-
tion where there is a faculty procession.
Quarters for the School of Nursing. The decision as to whether
or not to embark on a collegiate program of nursing education was
a difficult one. Most of the advice we obtained from other private
colleges of our size was to stay away from such a program because
of its expense. For more than a year (1958-1959) we argued the
question, both within the faculty and within the Board of Trustees.
In the end, however, (as will be mentioned again in the next
chapter) the decision was made to go ahead, and to house the new
school in the old science building, a facility that was scheduled to
be vacated as soon as the new science building was completed.
The old science building was, like North Hall and Hedding Hall,
a veteran of the early campus. It had been constructed in 1910 as
the third academic building of the University. A careful engineer-
ing study of the building in 1964 showed that it was still in good
shape structurally, and could be retained. So, it was decided to do
an extensive job of remodeling, with a view to housing the School
of Nursing in the upper two floors and the department of psy-
chology in the basement floor. Dr. Mary Shanks, director of the
School of Nursing, together with a committee of prominent women
in the local community, undertook a campaign to raise part of the
funds for the project. Their success was due partly to the motiva-
tion furnished by a conditional matching gift of $25,000 provided
by Mrs. Hazle Buck Ewing. Since this was given in honor of Mrs.
Ewing's close personal friend, Dr. E. M. Stevenson, the building
(which had had no name up to that time except "Science Hall")
was named The E. M. Stevenson Hall. The other main gift for the
building was a grant of $158,000 by the National Institutes of
Health under the Medical Facilities Act. By means of these gifts
we were able to completely remodel and refurbish the interior,
including the replacing of all the interior partitions and floors,
installing new stairs, doors, window frames and sashes, new
plumbing and wiring, and central air-conditioning. It was
dedicated on October 9, 1965. Cost: $278,000.
Additions to Memorial Student Center. The rapid increase in
enrollment in the late fifties had put a strain on our accommoda-
tions in Memorial Student Center, particularly the snack bar and
recreational area. Encouraged by the Federal government's policy
of making available low interest matching loans for income-
producing university facilities, we applied for and received in 1960
a loan that enabled us to make a significant addition to this center.
We excavated underneath the south one-third of the building,
which had previously not been excavated, and made here a
recreation room for billiards, table tennis, etc. In addition, we
added to the building on its east side an attractive snack bar area
(which the students named the DUGOUT), with a roof-deck level
with, and opening into, the Main Lounge of the existing building.
This enabled us to increase substantially the dining area on the
The addition was completed in the fall of 1961, and dedicated on
October 28. Cost: $212,451.
By 1964 we were again in a period of accelerated growth as we
tried to bring our student body up to the desired goal of about
1,650. The main need now was for better food preparation
facilities and a larger dining area.
Again we applied for and received a Federal matching grant that
enabled us to add a large two-story section to the north end of the
center, giving us a new enlarged kitchen area plus a lounge and
convenient private dining room (the Davidson Room) on the
ground floor, and on the second floor some 16,611 square feet of
new dining area, divided into two large sections for general stu-
dent use plus two smaller rooms reservable for special groups.
This second addition was completed in the fall of 1966 and
dedicated on October 15. Cost: $1,256,895 plus $339,524 for equip-
Residence Halls. As student enrollment increased there was
great pressure for additional housing. Temporary relief was
gained by using old residences in or near the campus which were
being picked up by the University gradually as they came on the
market. Considerable thought was given to the question of
whether to build "high rise" residence halls where great
dependence would have to be placed on elevators, or to continue
with three-to-four story buildings without elevators. The latter
would, of course, require more land, and we had come to a place
where campus land was getting scarce. We did not even own all
the land within the "campus proper," and we had no power of
eminent domain to acquire these lots.
So, it was decided to "go up." With the help of our architects and
professional campus planners we developed a master campus
plan that provided space for three high rise residence halls on
Main Street at the northwest corner of the campus, only two of
which would probably be needed for our projected 1,500 students.
Part of this space had been occupied by the old Acacia house, but
Acacia had by this time purchased the Theta Chi house a block-
and-a-half further south on Main Street, and Theta Chi had moved
still further south to another house which they had bought and
enlarged, on the west side of Main Street opposite Mennonite
We were also encouraged to go ahead with more residence hall
building by the policy of the Federal government at that time in
providing low interest loans for income-producing college
facilities. Accordingly, in the spring of 1962 we applied for and
were granted a loan of $625,000, and the first of the two buildings
was started that summer (August 8, 1962).
At their spring meeting in 1963 the trustees voted to name the
new residence hall (already under construction) Ferguson Hall, in
honor both of Professor Wilbert Ferguson, distinguished teacher
and administrator at the University from 1894 to 1944, and his
daughter, Miss Constance Ferguson, professor of French here from
1926 to 1952 and director of Memorial Student Center from 1947 to
1960, a total of 84 years of service by the two of them! The building
was dedicated on October 19, 1963.
The other of these two "tall halls" (which had already been
given the name Munsell Hall — for the Rev. Charles W. C. Munsell,.
financial agent of the University from 1856 to 1873, and his brother,
the Rev. Oliver S. Munsell, president from 1857 to 1873) was
started in October of 1965, at the same time that the second addi-
tion to Memorial Student Center was started. In fact, the two pro-
jects were bid together, at a total cost of $2,756,000. They were
rushed to completion in record-breaking time, and were both
dedicated at Homecoming on October 15, 1966.
Our original plan for Munsell Hall called for a covered walkway
on the east side of the building, running past Ferguson Hall and
into the student center, so that the girls of both halls could walk to
meals protected from the weather. But this feature was scratched
in the final plans in order to hold down the cost. As the buildings
were nearing completion, however, it was discovered that not all
of the contingency funds had been used, and that the amount
remaining would be sufficient to build the walkway after all. So,
this very desirable feature was approved in September, 1966, as an
add-on, and was completed a couple of months later.
Fraternity and Sorority Houses. Social and professional Greek
letter organizations have had a long and respected place in Illinois
Wesleyan history. Elmo Watson in his The Illinois Wesleyan Story,
1850-1950, records that the first fraternity, Phi Gamma Delta, was
chartered here in 1866, and the first sorority, Kappa Kappa Gam-
ma, in 1873. The fraternity Tau Kappa Epsilon was actually
founded at Illinois Wesleyan in 1899, and was the first of the
"Greeks" to have its own house. By 1958 when I arrived, there
were twelve of these houses, six for fraternities and six for
sororities, housing over 300 students.
Naturally, there was gradual deterioration and obsolescence of
these residences, making it desirable from time to time to replace
one or another of them, always with considerable financial stress.
The trustees, several of whom were fraternity alumni and all of
whom were aware of the value of these houses in meeting our
residence needs, were glad to make available whatever help the
Board could offer, without taking away the financial
independence of the respective organization. Sometimes this took
the form of paying a good price for the old property being aban-
doned; sometimes it was in making a generous interest-free loan to
the fraternity or sorority for a limited time; sometimes it involved
the providing of a building lot at little or no cost. In the case of TKE
it took the form of making them a long-term fair-interest loan from
our endowment fund, and of subsequently collecting room and
board payments from the residents of the house to insure a sound
When I arrived in Bloomington the Kappa Delta sorority was just
finishing the rebuilding of their house on Main Street after a dis-
astrous fire the previous fall. Acacia, which had just been
organized in 1957, was negotiating with Theta Chi to take over their
house at 915 North Main after Theta Chi made its planned move
south to 814 North Main to a larger house.
Meanwhile, the Kappa Kappa Gammas were finding that their
chapter house at 1401 North Main was becoming too small and too
obsolete for their needs, and with the help of a strong group of
alumnae, undertook the task of acquiring land and building a new
house at 105 East Graham. This building was started in the winter
of 1964-65. The University purchased their old house, named it
Adams Hall, and has been housing students in it ever since. The
handsome new KKG house on Graham Street was dedicated in the
fall of 1966.
At about this same time the Tau Kappa Epsilon fraternity, which
was housed then in one of the old "mansions" on Main Street just
west of the campus, was finding the upkeep and utility bills
oppressive, and was casting about for relief. The Board of
Trustees, by purchasing several properties on Franklin Avenue
just at the west end of Wilder Athletic Field, was able to offer the
TKEs a building site, and after they had purchased it, to make
them a loan, as stated above, to construct the building. Construc-
tion was started in the fall of 1965 and completed about a year
later, so that it could be dedicated on October 15, 1966, along with
Munsell Hall and the second addition to Memorial Student Center
Library. None of the building projects during my administration
received as much planning attention as did the new library.
Our first thought was to build an annex to Buck Memorial
Library to give us the extra space needed. Before this idea got
beyond the talking stage, however, a decision was made to employ
a library consultant to advise us. On the recommendation of the
Methodist department of higher education in Nashville, the
executive committee of the Board in July of 1962 employed Profes-
sor Guy Lyle of Emory University to make this study. He came to
the campus that fall for several days and gave us a report which
was read to the Board on October 30, 1962. His conclusion was that
Buck Memorial Library simply could not be adapted to modern
library use even with an annex, and he strongly advised us to build
an entirely new building. The Board took no action at that time, but
at its May 18, 1963, meeting, after the matter had been considered
by its buildings and grounds committee, it rejected the Lyle recom-
mendation and authorized preliminary plans to be drawn up for
the renovation of and the addition to the Buck building.
The faculty was not pleased with this decision, and at its meeting
on November 11, 1963, and also on December 2, 1963, strongly
recommended that a new library building be constructed. Conse-
quently, when the executive committee of the Board met on
December 4, 1963, it took the following action, as recorded in its
"After lengthy discussion . . . motion was made by Benjamin
Weir, seconded by P. A. Washburn and carried, that the
Administration be authorized to proceed with plans for a new
library at a cost of approximately $600,000 for the building
and $100,000 for equipment, the site of the library to be
selected after further study and named at a later date."
At its meeting on January 8, 1964, the executive committee
appointed John Dickinson as chairman of a "Library Fund Cam-
paign" committee. This became the third phase of the "12th
Decade Advance" campaign already in progress under the profes-
sional direction of Ward, Dresham and Rinehardt, Inc.
In order to get up-to-date ideas for the new library and to make
sure of its adaptability to our needs for decades to come, our
librarian, Rodney Ferguson, was sent on a series of visits (totaling
about 1,500 miles) to other campuses where libraries had just been
completed. There were, of course, frequent meetings with Orme
Evans, the architect, as these ideas took shape.
The location of the new building posed something of a problem.
Several sites were suggested, the one at the tennis courts, just
across from the Sigma Chi house being seriously considered for a
while. Gradually, however, we came to the conclusion (executive
committee, April 22, 1965) that the library, representing as it does
the focus of the academic program, ought to be located in the
center of the campus where it would not only have the prominence
it deserved but also the maximum accessibility. To do this and at
the same time attain an open quadrangle, it was necessary to
remove both old Duration Hall (October 1965) and Old North Hall
(July 1966), as already described above.
Ground was broken for the new library in December of 1966; the
cornerstone was laid on October 14, 1967; and it was finished in the
early summer of 1968. The moving of the books was carefully
organized by Rodney Ferguson, and carried out by the staff and a
hired crew of high school students during that summer.
The cost of the project turned out to be considerably greater
than the $700,000 originally envisioned (not a unique
The University library, named for Jack Sheean, on the redesigned Quad.
experience!)— actually about $1,173,000 for the building and
$114,470 for the furnishings and equipment. Financing was
accomplished in a three-part package: one part was a Federal loan
of $553,000, secured by a mortgage and by some $300,000 of our own
money (this was the second part), advanced in anticipation of our
library fund campaign; and the third part was a Federal grant of
$429,000 made under the Higher Education Facilities Act of 1963.
The library went without a name for about 10 years. But after the
death of Mr. Jack Sheean of Bloomington in 1978, his widow
graciously made a generous gift to the University, and the library
was then named "The Sheean Library."
Observatory. The old Behr Observatory, with its cone-shaped
roof, had been a landmark of the Wesleyan campus ever since
1894. It contained what was for that time an amazingly
sophisticated and valuable piece of equipment, an eighteen-inch
reflector telescope made by John Calver in England, the eighth
largest telescope in the United States at that time. It was presented
to the University by Mr. C. A. Behr of Chicago, and in the capable
hands of Professor Melvin P. Lackland, Dr. F. S. Mortimer, and
others, served an important function in science instruction. For the
last few decades prior to "Sputnik," however, the observatory had
been largely unused, and had fallen into considerable disrepair.
By 1965, however, there was a decided resurgence of interest in
astronomy and astrophysics in the scientific world. In fact, one of
our physics teachers, Raymond G. Wilson, was even then planning
to work for his doctorate in the astronomy department of the
University of Arizona. Consequently, even though the observatory
building was standing in a place that interfered with the construc-
tion of the new library, and even though the structure was badly
deteriorated, we did not want to destroy it and thus render useless
the valuable instruments it contained.
It was at this point that Mr. Orme Evans came to our rescue. He
was a member of the architectural firm that we had used to design
all the new construction on the campus for many years — even
before my administration. His father had been a trustee of the
University during those World War I days when the institution was
going through some hard times. It was he who spearheaded a local
campaign that raised nearly $700,000 that resulted, among other
things, in the building of Memorial Gymnasium.
When Orme Evans realized the precarious future of our obser-
vatory, he suggested to his mother that the Evans family contribute
a sum that would cover about one-third of the cost of a new obser-
vatory building, with the thought that this would serve as a
memorial to his father, Mark Evans.
Mrs. Evans graciously agreed, and we immediately went to work
to raise the remainder of the estimated $90,000 required. An
application to the Federal government resulted in a grant of
$28,457; the Kresge Foundation gave us $10,000; and the remainder
was taken from unrestricted University funds. The project was
completed after I left office, with the cornerstone-laying ceremony
on March 18, 1969, attended by Frank Borman, astronaut com-
mander of the Apollo 8 flight of Christmas 1968.
Maintenance Building and Power Plant. The first addition to the
power plant in my administration took place in 1960 (a feed-water
heating unit) and 1961 (a new boiler) to provide the extra heat
needed for the new IAA building that was later to become Sherff
Hall and also for the first addition to Memorial Student Center. In
the summer of 1964 another feed-water heater was installed.
By 1966 the second enlargement of the student center was in
progress, Munsell was also under construction, and the new
library was being planned. All this additional space would require
much more heat, and so a second major enlargement was under-
Also in 1966, with the imminent razing of Old North Hall,
something had to be done to replace the maintenance shops that
had for years resided in the basement of that building. According-
ly, some lots were purchased on Emerson Street immediately east
of the powerhouse, and on April 20, 1966, the executive committee
of the Board approved plans for a new maintenance building and
boiler house to be erected there. The maintenance building was to
house not only the University shops but also the telephone
switching equipment (telephones were soon to be installed in all
student rooms), offices for the superintendent of buildings and
grounds, and a commodious garage for University vehicles. The
entire complex of maintenance building and expanded power
plant was completed in November of 1967, at a cost of about
Underground Cables. Up until 1966 all electrical power to the
various campus buildings came in via overhead cables. Being thus
exposed, the cables were subject to the hazards of weather,
especially thunderstorms and ice storms, and there were frequent
outages. Moreover, the increasing maze of overhead wires was
becoming decidedly unsightly and potentially dangerous.
On the advice of electrical engineers, we began in the spring of
1966 to install multi-channel underground tiling that would carry
not only the electrical lines but also, when needed, telephone
lines, TV cable, etc. By late summer of 1966, the installation was
completed for that part of the campus south of Beecher Street.
Then on September 7, 1966, the executive committee of the Board
authorized us to extend this project to Memorial Gymnasium,
Magill Hall, and Franklin Hall (now called Dolan Hall), all north
of Beecher Street. Total cost: $134,307.
Ail-Weather Asphalt Track. Wilder Field, Wesleyan's athletic
field, had been in use since its purchase in 1893. It was named for
William Henry Wilder, president from 1888 to 1898. The stadium
was erected in 1937, and about that same time a cinder track was
constructed around the outside of the football field.
The completion of the Fred Young Field House in 1962 gave
added stimulus to the entire athletic program at Wesleyan.
Increased attention began to be devoted to the so-called minor
sports, and to track and field events in particular. The University
was losing out by comparison, not only with her sister colleges of
the College Conference of Illinois and Wisconsin (CCIW) but even
with many of the high schools. So, under the leadership of Jack
Horenberger and Bob Keck, a drive was made among the alumni
who had participated in intercollegiate sports here to raise the
approximately $30,000 required to put in an all-weather track, with
a rubber-asphalt composition surface.
The executive committee authorized the signing of the contract
on September 7, 1966, and the job was completed in good time for
track meets the next spring.
Conference Office Building. For many years prior to my arrival
there had been certain offices of the Central Illinois Conference of
the Methodist Church located on the Illinois Wesleyan campus
(e.g., Conference treasurer, and secretaries for missions,
evangelism, education, etc.). At first, these offices were in Buck
Memorial Library, but by 1958 they had been moved to a nearby
University-owned house located on the piece of Prairie Street
which at that time extended into the Wesleyan campus. When we
began to clear the site for the erection of McPherson Theatre in
1961, this house had to be removed, and these offices were then
moved to Duration Hall.
By 1962 the Conference was sensing the need for a building of its
own. We at the University felt there would be both symbolic and
relational values in keeping these offices close to the campus. So,
on October 23, 1962, the trustees approved a letter of intent which
the administration had drawn up, in which we offered to the
Central Illinois Conference a long-term, rent-free lease of a lot at
the corner of Park and University streets for the erection of a
Conference office building. Plans for this were to be approved by
the Board to assure general conformity to the architectural style of
the campus, and the University was to be given first priority for
the purchase of the building in case the Conference ever wanted to
sell it. The executive committee of the Board approved the plans
on September 4, 1963, and by late summer of 1964 the building was
Meanwhile, in August of 1963, the one remaining building (a
former street-car barn) of the old Illinois Power Company
property, standing just to the rear of the proposed Conference
office building, spontaneously collapsed. It had been purchased
by the University back in 1960 when the entire IPC property was
acquired, and had been rented temporarily to a grain company for
the storage of corn. Its collapse was a spectacular event that
poured thousands of bushels of corn into University Street, and
required a week or more for clean-up.
The remains of this old building were then cleared away, the
entire lot was smoothed up, and in April 1968, was blacktopped for
a parking lot to be shared by the University and the Conference
Summary. A somewhat better idea of the rather intense building
activity that took place during the "Bertholf Years," representing
an outlay of well over $8,000,000, can perhaps be gained by looking
at the accompanying graph, where a black bar represents the
period of time during which each facility was under construction.
It will be noted that at several periods activity was in progress on
four or more projects at the same time.
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Although my administration at IWU will probably come to be
known as the "Building Years" because of the 10 or so major
building projects completed during that decade, my major interest,
actually, was in the academic program. I suppose I had been a
teacher and an academic dean too long to be able to forget the
classroom, even though most of my time had to be directed to
public relations and administration. Hence I took a very personal
interest in the curriculum of the University.
I shall not attempt to deal with all the curricular changes, of
course. That would be next to impossible, for every alert teacher is
constantly tinkering with the courses he or she teaches, and can be
expected to propose some change every few years. As new
developments occur in a field of study, new courses are always
being added; and occasionally a faculty member may even suggest
the dropping of a course from the college catalog! But I shall men-
tion what might be considered the more important changes — and
in most cases from a point of view that extends back a few years
into Wesleyan history.
One change that was apparently fairly well decided by the
faculty before I arrived was to do away with the two-year program
in Vocational Business Training, leading to an associate in arts
degree. This seemed to me also to be out of place in a liberal arts
college, and I was glad to agree to the recommendation. It was
approved by the Board of Trustees on May 16, 1959.
The first major change in the academic program that I faced was
whether or not to proceed with plans for a Collegiate (bac-
calaureate) School of Nursing at Wesleyan. The University was
already involved in a cooperative arrangement with Brokaw
Hospital, and had been for some 30 years. The program was essen-
tially a three-year diploma program conducted by the hospital,
with collegiate work added on. One year of college work,
according to the then-current plan, was to be taken by the student
at Wesleyan before entering the Brokaw school, to be followed by
27 months of work at Brokaw, and this in turn by a senior year at
Wesleyan, for a B.S. in nursing degree.
But the Wesleyan faculty, I found, was not greatly pleased with
this, for the nursing students were generally not prepared for
senior courses, and tended not to do well. And the nursing profes-
sionals were also not enthusiastic about the program, for their
nursing courses were taught primarily by practicing physicians,
not by professional nurses. The nursing profession wanted to make
its profession autonomous like other professions. That is, it wanted
to have student candidates taught by educationally qualified
nurse-teachers, in a collegiate setting, using hospitals as
laboratories. It wanted its students selected with as high a set of
standards as any other collegiate student, and wanted them to
compete in the classroom with all other collegians. It wanted a cur-
riculum in which the nursing courses are mostly in the junior and
senior years, as is true of the curriculum for other collegiate "ma-
Dr. Holmes had alerted me to these matters to some extent
before I arrived, and I had also made a visit to Sacramento State
College in California before I left there, to talk with the
administrators of their new baccalaureate program. So I was pret-
ty well oriented. But my inclination was to be slow and cautious,
for I had been warned against taking on the heavy expense
involved in anything connected with the medical sciences.
Wesleyan's director of the School of Nursing, when I arrived,
was Miss Margaret Griffin, R.N. She was a strong advocate of the
"baccalaureate school" concept, and the more she and I talked, the
more I became convinced that the baccalaureate program with
nursing as a major was the direction of the future so far as the
nursing profession was concerned, and that this was destined
eventually largely to replace the diploma programs operated by
hospitals. Miss Griffin also spoke to the entire faculty on March 23,
1959, on the collegiate school philosophy, and there was general
agreement that a collegiate program of nursing education was a
"natural" for Wesleyan.
We still did not know much about the actual cost, but we went
ahead with plans, which gained trustee approval, to start such a
school in the fall of 1959. Brokaw Hospital agreed that as our new
school developed, the hospital would gradually phase out its three-
year diploma program, but would continue to be our main nursing
laboratory for clinical experience. And because of the many nurs-
ing alumni of the Brokaw school who would be "orphans" if the
name Brokaw were dropped, we agreed to name the new school
"The Brokaw Collegiate School of Nursing of Illinois Wesleyan
Meanwhile, Miss Griffin found it necessary to resign before the
new school actually started, and we found a new director in the
person of Mrs. Dorothy Cobb, R.N., of Alabama. The year 1959-60
was one of exploration. The program was new and not very well
defined. The students lived in Mecherle Hall at Brokaw and had
their nursing instruction there, but walked to the Wesleyan
campus for their other courses.
In the fall of 1960, after several months of negotiation, Dr. Mary
Shanks was employed as director of the School. She was a
graduate of the Brokaw diploma school and also of Illinois
Wesleyan, and had earned a master's degree from Catholic
University and the doctorate from Columbia. She was very much
the professional in her field, was thoroughly sold on the "col-
legiate school" concept, and knew exactly what she wanted in
order to give Wesleyan's new school a quality program.
When she started to tell us all the requirements for accreditation
as a baccalaureate program, the Board of Trustees began to back
off. At a special meeting of the Board held on December 7, 1960,
there was considerable feeling expressed that the program ought
actually to be terminated before we got in any deeper. After long
discussion, however, the trustees voted by a small majority to con-
tinue the program at least until the fall of 1961, to see if by that
time additional sources of income could be discovered. Dr. Shanks
proved to be a good organizer, a most careful planner, and a con-
vincing advocate. There was opposition to be overcome also
among some of the physicians, who were not sure that nurses
could really train nurses to do the things physicians wanted done,
and were afraid that the clinical part of the training would be too
much curtailed by the inclusion of all the "academic" work
required for a bachelor's degree.
Dr. Shanks and her staff convinced us to give the new approach
a real trial, however, and on October 24, 1961, the trustees voted to
continue the school indefinitely. During the year 1961-62, a new
revised curriculum was adopted, so that by the fall of 1962 the
school was solidly established, with an enrollment of 40 freshmen,
25 sophomores, 24 juniors, and 6 seniors, plus 4 part-time students.
Nursing proved to be a popular study. Almost every year the
admissions to the School were filled before those of any other
school of the University; hence, the selectivity was high, and the
grades made by nursing students tended to rank near the top.
Three years after Dr. Shanks arrived, and before the first BSN stu-
dent had graduated, the program achieved National League for
Nursing accreditation, a virtually unheard-of accomplishment for
so new a program.
On October 9, 1965, we dedicated the Edgar M. Stevenson Hall
of Nursing (the refurbished old science building), which gave the
School the classroom and office space it needed for its 15 faculty
members and 175 students.
Psychology is a subject that has apparently been taught at
Illinois Wesleyan from the beginning. At any rate, it is listed in one
of the first University catalogs that we have, the one for 1858. But
for the first 60 years it was considered a somewhat minor part of
the department of philosophy.
In 1911 this department was expanded to include also education
and religion. Then, in 1915 religion was separated off into a depart-
ment of its own, leaving education and philosophy together, with
the one course in psychology still listed under philosophy.
In 1919, education was separated from philosophy, and each
department included two courses in psychology. When the
divisional plan was adopted in 1932, psychology (which had by
now grown to seven courses) was divided, four courses remaining
in Division I (first named philosophy and religion, then changed in
1935 to humanities) and three courses going with education to the
division of social sciences.
Psychology gradually decreased as a humanities subject— down
to one course in 1940 and to zero in 1963 — while it increased in the
social sciences — up to 10 courses in 1949, when it attained the
status of a separate department, and offered a major.
This was the situation when I arrived. The work was regarded as
a social science, closely related to education. But a new emphasis
was arising, a more "scientific" interest in experimental psy-
chology, with laboratory work involving living rats, guinea pigs,
pigeons, etc. So, in the fall of 1961, psychology as a department
under the chairmanship of Roger Ulrich, was transferred to the
division of natural sciences and was given quarters with
laboratory space in Old North Hall. When that building was torn
down in 1966, psychology was moved to the ground floor of the
renovated Stevenson Hall School of Nursing building, where it has
remained ever since. Educational psychology, however, has
remained with education and a course in the psychology of music
education was for many years taught in the School of Music.
In Sociology there were two main changes during my decade.
The first had to do with Social Work. This had been first men-
tioned in the 1940-41 catalog, in the section on pre-professional
curricula, as "an expanding vocational field." By 1961 the field had
expanded to such an extent that we felt a major in social work was
justified, and this was first announced in the 1963-64 catalog.
The other sociology changed had to do with Anthropology. This
had become so popular that on the recommendation of the
sociology faculty the name of the department was changed in the
1967-68 catalog to the department of sociology and anthropology,
and the next year a major in anthropology was announced.
Speech and Drama. The changing relationship between speech
and drama through the years at Illinois Wesleyan reflects, I
suspect, the situation in colleges generally. In the early days,
before the turn of the century, the emphasis was mainly on public
speaking — elocution, argumentation and debate, oratory, and
dramatic reading— and, of course, on Shakespeare, and other
dramatic literature. And for most of this time all Wesleyan stu-
dents were required to take some work in public speaking. An
indication of the importance attached to this subject is given by the
fact that in 1900, when the University first divided its curriculum
into "groups" (what we would now probably call "divisions"),
oratory constituted one of the nine groups. Also, from 1900 to 1911
there was an affiliated "School of Oratory" listed in the catalog, a
specialized two-year diploma program.
Dramatic art was taught as far back as 1911, when it appeared in
the School of Music in the form of private lessons. From 1925 to
1927 the University had a "School of Speech," and this school
offered two courses (12 hours) in play production. It was at this
time that "Masquers" was organized, which soon sponsored the
Beta chapter of Theta Alpha Phi. After the demise of this original
School of Speech, the drama instruction was taken over by the
department of public speaking (later, department of speech or
department of English and speech), although dramatic art con-
tinued to be offered in the School of Music until the School of
Dramatics was organized in 1948.
Meanwhile, public speaking was gradually hanging from oratory
to a more widely useful type of speech training, applicable to
teaching, business, politics, group dynamics, radio, and all sorts of
practical situations. A major in speech was first offered in 1928,
and by 1946 the department was offering emphases in public
address, dramatics, radio, and "speech re-education."
In 1948 the drama courses were all pulled out of the Liberal Arts
College and the School of Music and were placed in a new School
of Dramatics, with Lawrence E. Tucker as director. The degree
given by the new school was the bachelor of fine arts. Three years
later the School of Dramatics was enlarged and re-named the
School of Dramatics and Speech, but the same subjects could also
be pursued in the College of Liberal Arts leading to the B.A.
If the reader is confused by this kaleidoscope of changing
relationships, you can imagine how a new president was confused
when he arrived on the scene in 1958. During the decade that fol-
lowed we made only two main changes in the speech-drama
organization. One was to move the department of speech from the
division of humanities to the division of social sciences under
the leadership of Marie Robinson. The other was to remove the
speech courses from the School of Dramatics and Speech, change
its name to School of Drama, and give that School a fine new
theatre building (McPherson Hall, 1963) in which to work.
Business. The 1958-68 decade also witnessed the beginning of a
great new interest on the part of students in business courses.
Computers were coming into use, government regulations were
increasing, taxation was greatly increasing in complexity, and
business was becoming more world-wide in its operations.
These and other considerations led us in 1967 to combine the
departments of business administration, economics and insurance
into a subdivision of the division of social sciences. The next year
we set up a fourth division of the College of Liberal Arts, under the
name of business and economics, and made Dr. William T. Beadles
its director. Some measure of the size of the new division is
indicated by the fact that even in that first year 44 courses were
The most distinctive component of business at IWU had been
Insurance. It was first listed in the catalog back in 1929-30. At that
time it was a single three-hour course in the department of
economics, named simply "Insurance." In 1932-33 it became
"Mathematics of Life Insurance." In 1935-36 it was increased to
two courses, "Fundamentals of Life Insurance," and "Life
Insurance Salesmanship." In 1938-39 the subject was back to one
course called "General Insurance," but the next year a more
stable pattern was adopted, consisting of one course in "Fun-
damentals of Life Insurance" and a second one in "Fundamentals
of Property Insurance." This arrangement continued essentially
unchanged for the next 16 years.
In 1955-56, however, the property insurance course was
expanded to six hours, and a new one in casualty insurance was
added, making a total of 12 hours offered. Then, two years later
(1957-58) insurance was made a deparment, and offered a major
for the first time.
This was essentially the way I found it on arrival. Professor
Beadles had been associated with the work ever since it began in
1929, and the State Farm Insurance Company had become so
pleased with our program that it began, about this time, to give us
an annual gift to help with the expenses. During my decade at the
University there was no great change in curriculum, except that
the internship program was added. This gave students the oppor-
tunity, after completing three years toward the major, of working
for a commercial company for a 10-week period during the sum-
mer, thus gaining valuable practical experience.
The "Divided Semester" Plan. It had been brewing in my mind
for several years that something should be done to eliminate the
"lame duck" portion of the first semester — those three weeks or so
between the Christmas-New Year vacation and the final examina-
tions near the end of January. I also saw a great need to make more
opportunity for creative instruction, for increased student motiva-
tion, and for stimulating students to assume more responsibility
for their own learning.
Although the first of these objectives (eliminating the January
portion of the first semester) could have been accomplishd by
going to a quarter-system calendar, this would not do anything in
particular for the other objectives. So I began to study those
experiments which a few colleges were making in the early 1960s
in which the first semester ended before Christmas, and the next
4-6 weeks, during January and sometimes early February, were
devoted to highly unconventional studies of various sorts.
Florida Presbyterian College (now called Eckerd College) was
one of these institutions, so Martha and I visited that campus dur-
ing one of our mid-winter trips to speak to Florida alumni groups.
After formulating some preliminary plans I talked the matter
over with my cabinet, and decided to propose a "14-5-14" plan: 14
weeks of fall semester plus 5 short-term weeks plus 14 weeks of a
spring semester. Accordingly, early in January of 1963, as the stu-
dents returned from Christmas vacation, I called in the editor of
the Argus and outlined the plan — the reasons for it and the results
I hoped would be achieved by it. The idea struck the editor so
favorably that she got out a special edition on January 11, 1963, set-
ting forth the plan (the only special edition of the Argus to be
published during my administration).
On February 4 I presented the idea to the faculty and appointed
an ad hoc committee to study the plan. In order to enable teachers
to compress 16 weeks into 14 weeks I suggested we increase the
class periods from 50 to 60 minutes each. The first report of the
committee came on May 20. The idea was good, they said, but
there were too many scheduling difficulties. And music and
language teachers were afraid that the 5-week short-term would
break disastrously into the continuity of practice discipline.
I persuaded the faculty to continue the study, however, and sug-
gested that instead of a strict 14-5-14 calendar we might use a 13-
3V2-16 scheme; that is, simply break the fall semester into a long
term of 13 weeks and a short term of 3V2 weeks. During the fall
long term students would take one course less than heretofore, and
teachers would teach one course less. During the short term, then,
each student would take only one course and each teacher would
teach only one. But the character of most short term courses, I
hoped, would differ markedly from that of the "regular" courses:
there would be a minimum of lecturing and a maximum of
independent work in the laboratory, library, studio, hospital, or in
the "field" away from the campus. As for the 16-week spring
semester, that would continue as heretofore without change.
The study was continued during the following year, and on April
13, 1964, the ad hoc committee made its final report. It said that
faculty opinion was still much divided and that the matter was
therefore being referred back to me for final decision, with the
promise that the faculty would go along with my decision,
whichever way it went. Well, I was ready to decide, and told the
faculty at once that my decision would be to go forward with the
13-3V2-16 plan; that we would use the year 1964-65 to perfect the
plan and prepare for the necessary change, and would put it into
effect in the fall of 1965.
I was most grateful for the faculty cooperation we received dur-
ing 1964-65 as we worked through the many changes necessary in
order to start the new program. Students on the whole reacted
favorably, especially to the freedom allowed by the short-term
courses. Some dissatisfaction developed later with the imbalance
between a 13-week fall semester and a 16-week semester in the
spring. So, after a few years experience, and after I had retired,
another change was made, allowing the fall semester to start
somewhat earlier, so that a 14-4-14 calendar, about the same as had
been proposed in the first place, became a reality.
College Credit in Escrow. Lee Short, as director of admission,
had often expressed the wish that we could find a way of
accelerating the progress of students so that they could finish col-
lege in less than four full years, and thus save some tuition money.
He figured this would be a good talking point, especially with
parents. We also realized that it was good business to keep our
campus facilities as active as possible during the summer, and that
summer teaching would provide a welcome addition to the income
It was Lee himself, I think, who first put these two ideas together
and came up with the concept of "College Credit in Escrow"
(CCIE). The plan was to offer to above-average high school stu-
dents who had just completed their junior year an opportunity to
take a three-hour college-level course during the summer and hold
the credit in escrow to apply toward a college degree later.
We put this plan into effect in the summer of 1963, offering at
that time a general sociology course. Any fears we may have had
that such high school students were not ready for a college-level
course were put to rest by the remarkable success of the 10 stu-
dents in that first class, and the plan, with slight modification, has
been in use ever since.
Summer Independent Study. It was also in the summer of 1963
that we re-activated the old independent study program. This had
lain dormant for many years because the general opinion among
academicians was that this sort of program had been abused,
allowing students to accumulate credits without proper guidance
and hence at a low level of quality.
To forestall this abuse we introduced a new element into the
program, namely that any student who wanted to earn credit dur-
ing the summer would have to spend five days on the campus with
the instructor of the course before leaving for the summer vaca-
tion. During this five-day period the instructor was to go carefully
over an outline of the course, make clear the course requirements,
give out assignments, bibliography, etc., schedule the time when
each paper was due, and just how, when, and where the final
examination would be administered. Students who were willing to
enter into such a "contract" were then allowed to leave the
campus and do the assigned work entirely on their own. They
were, of course, to use libraries and other resources in their own
One big advantage to the student was that the fee for such credit
was much less than for the same credit in a conventionally taught
From the very first experience with this program the reports by
both students and teachers were good. Teachers reported that the
quality of work done was on the average as good as that done in
regular classes on the campus — much as they often times hated to
Academic Challenge Electives. Everette Walker, academic
dean, was, as I recall, the originator of this plan. The idea was to
allow any upperclass student in good standing to include one
"ACE" elective course in his or her program each semester, for
which the only grade given would be either "credit" or "no-
credit." When the grade of "credit" was given, the hours thus
earned would apply toward graduation, but there would be no
"grade-points" given, and the student's record would be neither
hurt nor helped by having taken such a course.
Thus a student majoring in biology, let us say, could include dur-
ing any of his or her final four semesters an elective course, say in
dramatic literature, from an admired teacher. And even though
the student might not do well in the course compared to English
majors, by designating it an ACE course, he or she could get a taste
of the nature and extent of dramatic literature without suffering
any harm to the grade point average — a thing which might
otherwise decrease the chances of getting into a graduate school.
Dean Walker and the dean's council proposed this to the faculty
in April of 1967, where it was approved, and was put into effect
Other curricular changes that perhaps deserve mention include
Beginning in 1959 a "minor" in Journalism was offered and has
been available ever since.
In the spring of 1962 the trustees approved our limiting the B.S.
degree to nursing, business administration, insurance, physical
education, speech, and education.
At the same time they approved the requiring of two years (or
equivalent competence) in a foreign language for all B.A. degrees.
In the spring of 1963 the trustees confirmed a contract with the
University of Illinois School of Engineering whereby a student
after three years of pre-engineering work at Wesleyan would
receive a Wesleyan bachelor's degree upon completing one year of
the engineering work at Illinois, and the Illinois engineering
degree upon completion of the second year.
Also at this time some courses in Far Eastern Culture were
In November 1965 the faculty approved the re-offering of
courses in Astronomy, and the addition of some work in
Graduate Work. Starting back in the 1870s, Illinois Wesleyan
acquired a bit of notoriety by offering graduate work leading to the
doctor of philosophy degree. This in itself was not too unusual for
those days, but the unique feature of Wesleyan's program was that
it could all be done in absentia, i.e., by correspondence! The
program continued for some 30 years, and it is very interesting to
look over the shelf of approximately 250 bound doctoral disserta-
tions housed in the archives section of Wesleyan's Sheean Library.
By early 20th Century criteria however, such a program was con-
sidered substandard, and enrollment was closed on July 1, 1906.
From then until 1932, no graduate work was offered at IWU. But
in that year the School of Music began to accept candidates for the
master of music degree. In 1943 this work was approved by the
National Association of Schools of Music in its first list of
accredited schools, and in 1951 a master of music education degree
program was started.
The only other graduate work given in my administration was by
the natural science division — work leading to the degree of
master of science teaching.
The decision to go into this program was made before my
arrival. It was promoted by Dr. Wayne Wantland, professor of
biology and chairman of the division of natural science, and was
encouraged by the Science Advisory Council which had been
formed only shortly before I came. This M.S.T. program consisted
of 30 hours of graduate work taken in three eight-week summer
sessions plus a final essay worth six hours. It was financed by
grants from the National Science Foundation. The sessions started
in the summer of 1958 and continued through the summer of 1968,
11 sessions in all.
I was proud of the graduate work done during my presidency,
and justifiably so, I think, because we turned out some 60 excellent
professional musicians, and a total of 149 master teachers of
science who are having a most healthy effect on the quality of
science teaching in the high schools in which they teach.
New Appointments. There is not a great deal a college president
can do in a direct way to improve the institutional curriculum or
the quality of instruction. But there is a great deal he can do
indirectly in these areas and in the atmosphere of the institution
by the influence he exerts in the selection of teachers and staff.
In Chapter 2 I have already mentioned most of the fine faculty
and staff members I found here on arrival, all of whom had been
appointed by my predecessors. Now I should like to mention some
100 or so additional appointees employed during my decade, who
have given outstanding service to the University, many of them
continuing on after I retired, to constitute perhaps the greatest
legacy I could leave to Illinois Wesleyan.
In art, I think of Anthony Vestuto, Barton McNeil, and Ed
McCullough; in biology, W. W. Darlington, Frank Kulfinski, and
Joseph Austin; in business administration Greg Gardner, and
Robert Harrington. Joseph Collins, followed by Wendell Hess, For-
rest Frank, and David Braught made a strong team in chemistry; in
economics, Yau Pik Chau. In drama I recall James Ascareggi and
John Bergstrom. In education I appointed Clifford Pfeltz and
Emerson Miller, and moved Lucile Klauser from English to educa-
In English, Frank Thompson, Justus Pearson, Harvey Beutner,
and William McDonald come to mind. Paul Bushnell was
appointed to history in 1966. In insurance we appointed Abbas
Yousri, Campbell Evans, and Don Strand. The library has had the
services of Alleyne Vandervoort, Wave Noggle, John Westall, and
Bob Mowery. In mathematics we brought back Evelyn Wantland
after a long absence, and added George Polites, and Ron
Sandstrom. And in modern languages we have had the good ser-
vices of Dieter Michel, Lydia Holm, and Jose Rencurrell.
There were a dozen or so appointments in music that I recall:
Marjorie Kingland, John McGrosso, Robert Bankert, Robert
Donalson, David Nott, Carole Thibodeaux, Norman Hessert,
Abram Plum, Paul Heyboer, Richard Hishman, Susan Brandon,
and Sammy Scifres. Likewise in nursing there was a considerable
number: Mary Shanks, Annabelle Hartranft, Dorothy Kennedy,
Elizabeth Cloud, Alberta Hilton, Jane Gordon, Eleanor Allen,
Carmin Jimison, Mary Larson, Mildred Pflederer, and Bernadine
In philosophy there were John VanderWaal and Larry Colter; in
physical education Joan Peppard and Dennis Bridges; in physics
Ray Wilson, Gary Kessler, and Herman Detweiler; and in political
science Donald Brown and John Faust.
We were fortunate in having Roger Ulrich and Peter Wolff just
at the time when we were moving the psychology work from the
social science to the natural science division. Later we also had
Roger Olsen in psychology. The department of religion blossomed
with a strong faculty consisting of James Whitehurst, Richard
Stegner, William White, Jerry Stone, and G. L. Story. It was during
this decade also that Emily Dale, Paul Miller, and Max Pape were
all appointed in sociology, and Helen Herren and Helen Foster in
home economics. John Burt also served well in the department of
A number of administrative and staff personnel appointed dur-
ing those years also deserve grateful mention: Tom Diener as dean
of men, followed by Don Ruthenberg; Everette Walker as dean of
the University; Lynn Nichelson as financial aid officer; Dan
Oborn as registrar, followed by Patricia Reid, followed by Jim Bar-
bour; Don Reid in development, and also Jim Ridenour and Milton
Moody; Dave Hughes and Jim Ruoti in admission; Glenn Dodds in
placement; Don Eddy as director of the student center; John Alex-
ander in central services, followed by Ron Campbell; Harold
Thompson in public relations and publicity, followed by Ed
Alsene; Chet Shiers and Roger Brucker in maintenance; and John
King in security.
There are doubtless others that I have overlooked, but these, at
least, have my admiration and my gratitude for taking a share of
the responsibility in what was definitely a 10-year team effort.
And while I am recalling those who shared responsibility with
me during that 1958-68 decade, I must certainly include my wife,
Martha. We had agreed when I took the job that she would keep
her participation in University affairs strictly in the background,
and this she did most faithfully. But her instincts and insight have
always been amazingly keen, and I have learned to listen to them
with great respect. Moreover, her hospitality and concern for
individuals and her skill in housekeeping and food preparation
(she was a home-economics major) enabled us to have a social
relationship with the faculty that was invaluable in the develop-
ment of good rapport and the speedy incorporation of new faculty
families into the Wesleyan circle of friendship.
So, in spite of her avoidance of the limelight, she was actually
the most valuable member of my "support team."
The Bertholfs and the Walkers greet new students.
Above: Christmas '59 Carol Sing. Below: Dr. Bertholf, in freshman beanie (center) chats
with faculty members Schultz and Neumeyer.
Above: Dr. Bertholf with Carolyn Flatt
Rupert and at right, with Dr. Martin
Luther King, who spoke at a campus
Professor Fred Brian, (standing, right) makes a presentation to Dr. and Mrs. Bertholf at
the second of several faretcell parties at the retirement of the fourteenth president.
I had previously seen enough of the work of a president to
realize that his position is primarily one of establishing and main-
taining good relationships. It is his job to cultivate good feelings
and team work among (and sometimes within) all the following
groups: the faculty and staff; the student body, particularly its
leaders; the trustees; the alumni; the church leaders; the local
business and professional community; those interested primarily
in athletics; the Greek-letter clubs and their alumni; the parents of
current students and prospective students; high school principals
and counselors; the administrators of sister colleges and univer-
sities; various professional educational organizations; a great
variety of prospective donors; and the public in general.
Dr. Merrill J. Holmes, my predecessor, had done an admirable
job at cultivating good relationships, hence my job was much
easier than it might otherwise have been. I found that the Univer-
sity had a good reputation locally. Dr. Holmes was much loved and
admired personally. (*) The business office paid the bills prompt-
ly; our students behaved reasonably well, so as not to disturb
many of the neighbors; many of our faculty members were active
in church and civic affairs in the community; and our rivalry with
Illinois State Normal University, though intense at the time of cer-
tain sports events, did not extend beyond that, so that we were
able to carry on many cooperative projects with I.S.N.U. During
one of my visits to the campus, after being elected but before tak-
ing office, Dr. Holmes took me over to call on I.S.N.U. President
Robert Bone, and I learned at that time what a delightful person he
is. During the succeeding years I had many contacts with him and
Mrs. Bone, and without exception they were extremely cordial
Relations with Faculty. Most college administrators, I suspect,
have some sort of a "retreat" with their faculty members just
before the opening of the fall term. My staff and I gave con-
* Some indication of the high regard in which Dr. Holmes was held is given by the
following editorial which appeared in The Daily Pantograph on November 18,
COMMENT AND OPINION
By The Pantograph
ILLINOIS WESLEYAN'S FINEST 10 YEARS
It was typical of Merrill J. Holmes that he told the Board of Illinois Wesleyan
University three years in advance of his plans to retire as president of the Univer-
sity. He wanted to give them ample time to set about to select a successor.
While Dr. Holmes will continue in the presidency until next July 31, it is fitting
that some recognition be given his work now at the time Dr. Lloyd M. Bertholf is
being announced as his successor.
Footnote continued on page 58.
siderable thought to this program at IWU. For the first six years
these meetings were overnight sessions held at the church camp at
East Bay on Lake Bloomington. Often, but not always, we brought
in someone from the outside to give us perspective or advice or
inspiration regarding what was projected as a special emphasis or
program for that year.
At my first faculty retreat, September 7-8, 1958, however, we
relied entirely upon ourselves, and dealt with the general nature
and purpose of Illinois Wesleyan— the problem of quality, how to
develop creative thinking, how to improve academic counseling,
and how to emphasize and encourage the "liberal" aspects of a
liberal arts education. At the close of the retreat I presented a
brief paper entitled "Why Illinois Wesleyan University?" It was
not intended to be a summary of what we had concluded from our
discussion but rather a statement of my own point of view as to
what a church-related liberal arts institution should aim to be. It
was never adopted officially by the faculty (I did not ask them to
adopt it), but I present it here in toto because it allows you, the
reader, to peer rather deeply into my own educational biases so
far as private liberal arts colleges are concerned.
WHY ILLINOIS WESLEYAN UNIVERSITY?
Illinois Wesleyan University, from its founding, has been a
church-related, non-tax-supported, liberal arts institution of
higher education. Although proud of its long sponsorship by the
Methodist Church, it is free from sectarian bias in both
administration and instruction. It accepts without prejudice stu-
dents of any faith, race, or nationality, and of both sexes. In the
selection of faculty members its policy is to appoint only men and
women who profess a religious faith and who are active in some
church, but not necessarily the Methodist Church, or even a
It is the whole purpose of the University to make available to its
students a college education of the Illinois Wesleyan variety. That
is, it attempts to bring together a highly competent and skilled
Illinois Wesleyan has had its greatest growth under the leadership of Dr. Holmes.
Its capital assets have been doubled in 10 years. The University is operating in the
black. During his tenure it has added seven buildings and others are in the works.
In the decade Dr. Holmes has been at the helm Illinois Wesleyan has gained in
enrollment. There are in excess of 1,100 students today as compared with 650 at the
peak before World War II.
Courses have been enriched and academic standards raised. Wesleyan's reach
into community activities has been extended and two-way relationships with the
Methodist Church has been strengthened.
Illinois Wesleyan has done an outstanding job in seeking to increase its financial
position through good management before calling for support from the outside.
This remarkable growth is due to the strong and wise leadership of Dr. Holmes.
He has combined vision in planning with the ability to enlist the help of many able
people and agencies in making these plans fruitful.
His concern for others, his constant attention to details, his co-operative spirit
combined with enlightened and consistent leadership have marked Dr. Holmes's
group of teachers with a highly selected group of students
(selected on the basis of intelligence, pre-college preparation, and
character) in a learning situation provided with the necessary
facilities (libraries, laboratories, studios, classrooms, dormitories,
physical education facilities, social facilities, and the like), and
characterized by seriousness of purpose, democratic procedures,
and a spirit of comradeship, mutual respect, and reverence.
I. A significant part of this "Illinois Wesleyan variety of
education" can be called a liberal education. This has two major
A. One phase might be designated as the curricular phase. It
includes courses making up approximately one-half of the
baccalaureate curriculum designed to accomplish the follow-
1. The ability to use the English language clearly, correctly,
and effectively, both in writing and speaking; the ability to
read with discrimination, and the gaining of a sense of the
significance of language in the cultural life of a people.
Without requiring it for every degree, we nevertheless
encourage every student to acquire at least a basic
proficiency in the use of some foreign language.
2. Awareness of the heritage of Western culture as revealed
in masterpieces of literature and the arts from the ancient
Greeks to the present, leading to discriminative enjoyment
of contemporary literature and art.
3. Acquaintance with the major philosophical and religious
traditions, especially those having to do with the Christian
faith, so as to be able to arrive at a sense of values which is
confident and rational, and which is reflected in the stu-
dent's character and conduct.
4. Analysis of the major currents of history and of the opera-
tion of contemporary political, social, and economic
institutions in order to prepare the student for intelligent
participation in social units large and small, far and near,
and for actively fulfilling his obligations as an American
5. Study of the major concepts and principles of the physical
and biological world so as to understand and appreciate
the fundamental nature of the world and of man, to adjust
oneself to this world, and to develop the habits needed to
maintain one's physical health and vigor.
B. The other phase of liberal education might be called the
supracurricular phase, since it is not related to any one
course more than another, but often grows out of informal
personal contact between student and teacher. The hoped-
for outcomes here are:
1. Skill in analyzing theories and arguments, application of
the scientific method of solving problems, and practice in
organizing and stating one's own thoughts and opinions.
2. Appreciation of and respect for other human personalities
for what they are, and the ability to evaluate and
appreciate their creative efforts.
II. Another significant part of college education at Illinois
Wesleyan is the pre-vocational area. This likewise has two phases:
A. The curricular phase
1. In order to prepare a student to earn a living immediately
upon graduation, or to enter a professional graduate
school, each student is required to pursue a major, which
consists of a body of advanced courses in some one depart-
ment plus supporting courses in related departments, the
entire amount constituting approximately one-third to
one-half of the total baccalaureate curriculum.
2. The curriculum for the major should include the methods
by which knowledge is attained in that field and should
culminate in a seminar or investigational type of course in
which the student is given the responsibility of looking up
for himself from original sources or from nature itself the
answer to some problem in his major field, or of creating
out of his own mind an original literary or artistic or
3. Wherever possible, a part of the preparation for a voca-
tion should consist of observations of, and some cadet ser-
vice in, the actual vocation itself.
B. The non-curricular phase
We would strive to inculcate the idea that a vocation is or
should be a "calling," and that one who accepts such a call is
in reality fitting into a Divine plan for his life.
As I now read this over again after some 20 years I am not too
well satisfied with the language used in expressing my thought, but
I still think the statement gives a fair summary of what a college
such as Illinois Wesleyan can and ought to try to do.
Faculty Bulletin. It seemed to me important to have a regular
news bulletin to keep teachers and staff members aware of such
things as coming events, honors and achievements of faculty
members, travels of the staff and the president as we attended
professional meetings and performed tasks for the University, mis-
cellaneous announcements and requests, and an occasional mes-
sage from the president. Accordingly, I began on September 15,
1958, to issue a weekly bulletin of one or two pages. We continued
this faithfully each week of the regular sessions throughout my
presidency. My secretary, Ruth Ward, soon took over the
editorship, and did an excellent job.
I took the opportunity every few weeks to include in the Bulletin
either a quotation which seemed to me worthy of our attention, or
an "editorial" which I had written myself. A sampling of each of
these is given below. First, the "editorials":
EDITORIAL FROM THE PRESIDENT'S DESK— (1/7/59)
What Is The Function of a College Teacher?
It has been traditional with us who teach college classes
that the function of the teacher is to present the material that
is to be learned. In fact, we present ordinarily much more
material than even the best student will learn, and we do it
partly to impress the class with our own large stock of infor-
mation. Students have come to expect us to present material,
and the better ones can often pass the course without con-
sulting any books at all, using merely their own class notes.
But I wonder if this really is our proper function? Compare,
for a moment, with the proper function of a parent. Would
you not say that it is the parent's job to prepare the child to
get along without the parent — that is, to get him ready,
without too much delay, to meet the problems of life under
his own power and without the parent's help? Just so, it seems
to me, we might regard our proper function as that of prepar-
ing students to progress along the road of learning without
our help, and to do so as early in their college career as
possible — even as freshmen in many cases. Instead of
teaching students what to learn, ought we not, therefore, to be
spending most of our time teaching them how to teach
themselves? If the answer is in the affirmative, the conse-
quences would be far-reaching. Let us discuss, over the cof-
fee cups, perhaps, just what this would mean.
Another appeared on January 28, 1959:
Why Have Chapel Services?
Various answers come to mind: 1) In a church-related col-
lege it is "the thing to do." 2) It gives opportunity for
leadership to those going into the ministry or other church
vocations. 3) It gives the chapel choir a chance to sing. 4) It is
good for students who like that sort of thing. 5) It enables our
ministerial colleagues to practice their exegeses once in a
Actually, from the interest which the faculty seems to take
in chapel, one would judge that the above are the accepted
reasons, so far as most faculty members are concerned.
Let me state what is to me the all-important reason: the
need for all of us, faculty and students alike, to worship, and
what is more, to worship together. Can you think of anything
that would do more to produce the kind of atmosphere we
desire on this campus than for all of us voluntarily to worship
together? I must say, I cannot.
The following appeared on November 11, 1959:
On the Importance of Morale
I speak of morale not because I have noticed any lack of it,
but only because experience has taught me that this is the
time of year when a little sagging may be expected — we begin
to be tired, student response is not quite what we had hoped
for, the weather is bad, and work piles up, and we get short-
Let me suggest a good remedy: let's express appreciation to
each other a little more — to the janitors, the buildings and
grounds crew, the Memorial Student Center staff, the office
force. Let's show appreciation, the teaching staff to the
library staff, and vice versa; the administration staff to the
teaching staff and vice versa; the music staff to the athletic
staff, and vice versa; the business to the admission staff, and
vice versa — and all the other combinations you can think of.
And let's not forget the students, especially those who assume
It takes all of us as a team to operate this institution.
Gratitude and loyalty to each other, I'm sure you will agree,
are prerequisites to good team-work, which is good morale.
In the middle of my second year as president I wrote the follow-
ing, which I used over and over again in speeches, until it became
a sort of "theme song" for my public appearances.
An Attempt to Restate the
Illinois Wesleyan Purpose
The basic purpose of Illinois Wesleyan University is to
provide a quality program in higher education with a three-
fold emphasis: the liberal, the vocational, and the religious.
Considered individually, these goals are not unique, but the
desire here is not simply that these three shall be included in
the four-year experience, but that there shall be a balanced,
integrated, and continuous emphasis on all three.
Translated into curriculum terms, this means that we must
not only make sure that there shall be courses of a general
nature, and courses of a professional nature, and courses in
religion, but we should also like to make sure that every
professional course makes use of and requires a knowledge
of much general and cultural material; that every generalized
course takes some cognizance of practical (though not neces-
sarily financial) matters; and that every course, both
generalized and specialized, be rooted in basic religious
presuppositions and be concerned with moral and spiritual
Translated into campus activities, this means that we
should like to have a good balance of the cultural (including
the social and the athletic), the professional, and the
religious, and that each such activity be consciously planned
so as to contribute in some way to our overall educational
Translated into personnel, it means that we wish to have
faculty and staff members who demonstrate in their personal
lives a devotion to this three-fold point of view: the liberal,
the specialized, and the religious (with no narrow definition
of any of these terms), and a degree of at-home-ness in each
Following an announcement of the Ford Foundation program of
grants in 1961 and the qualifying criteria to be applied, I wrote the
following "editorial" in the October 11 issue of the Faculty Bul-
This announcement suggests to me that it is now time for us
to take much more seriously what we have always done in a
less organized way, that is, work on our objectives, our
program, and our methods. I propose (1) that each depart-
ment and school start at once to formulate as precisely as pos-
sible a new statement of its own objectives. Let every faculty
member have a part in this. Then submit the statement to the
Dean's Council by December 1.
(2) Immediately after December 1, let the Dean's Council
work up a new statement of University objectives and submit
this back to the faculty by January 5 for comment and refine-
ment, and then prepare a revised statement by February 1 to
submit to the members of the Board of Trustees.
(3) After the Board has made whatever changes it desires
and has acted on the revised statement at its February 13
meeting, let the departments and schools now revise their
own objectives wherever there seems to be any conflict
between them and those adopted for the University as a
(4) Following this, let the curriculum as a whole and every
individual course be judged in the light of departmental and
University aims. If a course is not properly furthering these
aims, it should obviously be revised or eliminated.
As an example of quotations or reviews of statements by others,
this was published in the October 14, 1959, issue:
One of the good addresses I heard in Washington at the
American Council on Education meeting was one by Dr. Lee
A. DuBridge of Cal Tech. He made the point that a university
is supposed to be a "center of learning," and that if the
emphasis is placed on learning— learning on the part of the
faculty as well as students — most of the other academic
problems will solve themselves.
I think there is a great deal of truth in this, and it strikes me
that a pretty good question to ask ourselves when we are try-
ing to decide on a course of university action is, "How much
will it contribute to the learning process?" Let's ask it when
we are working with the budget, when we are working on cur-
riculum, when we are considering whether or not to ask for a
leave of absence or to order a new piece of equipment. And
let's not divide this campus into two camps— the teachers and
the learners — but consider ourselves all as learners.
The "Liaison" Committee. At the second faculty meeting of my
second year someone, on behalf of the local A.A.U.P. chapter
made a motion that there be established a "liaison committee" to
deal with misunderstandings or conflicts that might arise between
the "faculty" and the "administration." I objected somewhat to
this dichotomy because I preferred to regard all the professional
staff as "faculty," most of whom were teaching-faculty, and all of
whom had some administrative responsibility, whether for an
individual class or for a department or a division or a school or for
the over-all operation of the entire institution. But I granted, of
course, that there was a power hierarchy, and that those at the bot-
tom of the scale sometimes felt cut off from access to those at the
head. So, I agreed to the idea of a liaison committee, for I could see
it taking care of many in-house conflicts which often start as a
small unfounded rumor or misinterpretation, and if not quickly
dispelled can grow into something formidable.
So we set up an ad hoc planning committee on October 12, 1959,
and two months later this committee reported a plan by which the
faculty could elect three professors, two associate professors, one
assistant professor, and one instructor, and the president would
appoint two "administrators," and this 9-member group (first
elected November 18, 1959) would constitute the liaison commit-
tee. Any faculty member could bring to it a complaint or suggestion
or rumor, and if the committee itself could resolve the problem,
well and good. If not, the committee would refer the matter to me
or to some staff member who possibly could give an answer, or
would bring it to the faculty meeting for clarification and whatever
action was needed.
I found this body to be quite helpful. It elected its own chairman,
and this person would quite regularly come to me with some ques-
tion or comment picked up at coffee break or elsewhere, enabling
me to deal with incipient problems before they became serious.
Faculty Benefits. The 1950s and 1960s were years in which
faculty members, following the lead of the labor organizations,
were organizing themselves to demand greater "benefits," more
academic freedom, and more voice in making any decisions that
affected their working conditions. I had been a member of the
American Association of University Professors, and had,
therefore, considerable sympathy with the teacher's point of view.
I realized that the day of the paternalistic college president had
pretty well disappeared by 1958, and was thus prepared, partly at
least, to deal with the increasing requests, which tended to take
the form of "demands" as a matter of right.
Most of these demands for benefits had been dealt with to some
extent by previous administrations. The policy of allowing full
time faculty members on tenure to take a leave every seventh year
(sabbatical leaves), for example, had been accepted; some rules
had been drawn up defining who was eligible to attend profes-
sional conferences, and how much would be allowed toward
expenses; a rather comprehensive insurance program had been
put into effect, with the University paying a part of the premiums;
the A.A.U.P. policy on academic freedom and tenure had been
accepted; and the children of faculty members were allowed free
These benefits were spelled out in a Faculty Handbook. We
adopted the plan of making this a loose leaf publication, and of
revising it one section at a time. One of the first things we added
was the provision for the liaison committee.
Another thing was an addition to the four conventional faculty
ranks: professor, associate professor, assistant professor, and
instructor. To these we added a fifth, that of distinguished profes-
sor. The first to be awarded this rank were William T. Beadles,
Emil Kauder, Samuel C. Ratcliffe, William Eben Schultz, and
Wayne W. Wantland (April 1959). Later (1967) Lawrence Tucker
was added to the list.
By 1960 it appeared that the insurance coverage of faculty
members needed some revision. A special faculty meeting was
called on November 21, 1960, but nothing decisive was done until
October 1962, when a special committee was appointed under the
chairmanship of Edwin Carpenter of the speech department. This
group sent out specifications to some 16 well-known insurance
companies to ask for bids on three kinds of policies: group life,
salary replacement (temporary disability), and major medical
(hospitalization). The report and recommendations of this commit-
tee were given to the faculty on May 6, 1963, and were accepted by
the Board of Trustees on May 20 of that year. The group life policy
was awarded to Ohio National; the major medical and disability
contracts to New York Life.
The practice of having faculty visitors to the Board of Trustees
had been started in Dr. Holmes's administration. But in the spring
of 1961 faculty visitors were first admitted to some of the commit-
tee meetings of the Board, and at the same time certain student
representatives were allowed to attend faculty meetings, at least
Illinois Wesleyan Credit Union. My experience with college
teachers led me to conclude that most of them need some incentive
to save money, and that many of them need also a convenient
source from which to borrow occasionally. I found that several
times a year I would get visits from teachers asking if they could
get their paycheck a few days early in order to meet some
emergency. (In my early days of teaching, I used to do that myself
once in a while.)
It seemed to me that the presence of a consumers' credit union
within our staff would meet both these needs, and I asked Ed
Carpenter early in 1965 to look into the requirements for getting a
C.U. started. He gave a preliminary report on April 11, 1966,
indicating that a Federal credit union would meet our need very
well, and on May 30, 1966, the IWU Federal credit union was
The original 10 members (membership fee: $0.25!) had by 1980
increased to 200; the total assets from $2.50 to $150,000; and the
loans from zero to a total of $439,500 during the 14 years, with only
one default. I wish that everything we started during my decade
could demonstrate comparable success!
Honorary Degrees. The question as to how many honorary doc-
torates a university should give is a troublesome one. To give too
many cheapens the degree; to give too few alienates many people,
and subjects the administration to many pressures. As I look back
on the 1958-68 decade at IWU, I have the feeling that we gave
somewhat too many (about 55 in the 10 years), although it would be
very difficult to decide which ones should have been omitted.
We tried to do a careful and responsible job in the selection
process. During my first year, January 19, 1959, to be exact, I
formed a joint faculty-trustee committee on honorary degrees.
Even by that time I was receiving recommendations from various
sources as to "worthy candidates." All these suggestions I kept in a
folder, and would bring the folder to each meeting of the commit-
tee, ordinarily twice a year. We considered each candidate in the
file, together with others brought in by members of the committee,
striving for a good mix of people of various fields, mostly IWU
alumni who had distinguished themselves by serving worthy
Of all the degrees we gave, I think I derived most satisfaction
from an honorary doctor of divinity degree which we awarded to a
humble, much-beloved, rural church pastor. This man was nearing
retirement, had always served small churches or circuits of
churches, and had probably never earned more than the average
salary of his peers. But I have a feeling that no one of the 55 we
selected was more worthy than he. Certainly none was more sur-
prised, nor more humbly grateful.
Relations With Students. One of my first administrative acts was
to call in the officers of the Student Senate and offer to give to the
senate full authority to handle the student activity fee. Formerly,
no very strict account had been kept of these fees because they
simply went into the general revenue and were used to help pay
the cost of extra-curricular activities, including, usually, a part of
the library costs. When a student organization wanted some money
from this fund to pay for an activity, they had to ask for it from the
administration. But at my instigation, we separated out those items
which were definitely student-activity-oriented — items such as
their dances and other social affairs, the chapel services (with
advice from the chaplain), most of the guest lectures, the student
newspaper, the intramural athletic program, etc. We then asked
the Student Senate to make out a budget each year for these
Meeting of the All-University Council, with Richard Allison '63, Student Senate president.
at left of Dr. Bertholf
authorized items, estimate how much this would amount to for
each student, and give us this figure in time for us to put it into the
next year's catalog as the student activity fee. The University
would then take the responsibility of collecting this fee, would
hold it for the senate, and would disburse it on order from the
senate to pay budgeted items.
This gesture of confidence paid off well. The students
responded in a very responsible way, and thus one area of what
had, in my previous experience, been a source of continual tension
between students and administration, was suddenly eliminated.
Another thing we did was to set up what we called "The All-
University Council." This consisted of about half students (Stu-
dent Senate officers, editor and business manager of the Argus,
presidents of each class and of all the fraternities and sororities
and other organized groups, etc.) and half faculty and staff (ad-
ministrative officers, chaplain, director of athletics, advisers to all
the organized groups, etc). It amounted to 40-50 persons. We met
for dinner once a month (first on November 25, 1958), with the
general idea of opening up lines of communication between
administration and student leaders. I would frequently lead off
the discussion with a description of some new project or policy,
and would then field questions, either to me or one of my col-
leagues, for as long as the group wanted to stay. No limits were
placed on the subject matter of the questions.
Increasingly, as students demonstrated their ability to take
responsibility, we began to include them in all committees that
dealt in any major way with student interest. Among the most
important of these was the judiciary committee, which handled
infractions of rules of conduct, e.g., alleged cheating, stealing, con-
sumption of alcohol or other drugs, and vandalism. Eventually,
students comprised about half the membership of this committee.
Other committees with student membership included admission,
athletics, religious activities, convocations, and freshman orienta-
tion. It was often noted in these committees when some hard deci-
sion had to be made, that more often than not the vote was not the
student block against the faculty block, but some from each
group lined up against others from each.
The selection of students for these committees was at first done
by faculty members, but before long it was turned over to the Stu-
dent Senate. Usually a note would go from my office to the presi-
dent of the Student Senate giving a list of committees and the
number of students authorized for each, and before long we would
get a letter back naming the students the senate had selected.
Next to the judiciary committee, probably the most active of
these bodies was the religious activities committee, which later
became the religious activities commission of the Student Senate,
with the University chaplain as the only permanent faculty
member. Its main job was to arrange for chapel services each
Wednesday morning, and to plan and sponsor two lecture series
each year, subsidized in part by the Immanuel Bible Foundation.
A survey conducted by students in February, 1965, indicated that
39 percent of the student body attended chapel regularly, and an
additional 22 percent occasionally.
Campus Unrest. This is a phrase often used to describe the grow-
ing assertiveness of students during the 1960s and early 1970s. Stu-
dents were determined to throw off the old "in loco parentis"
restraints traditionally imposed on them by a paternalistic college
administration, and to gain recognition as young aduits. The fact
that this transition took place at Illinois Wesleyan with only a
minimum of trauma is due mainly, I believe, to the fact that we
had for several years been preparing for this change by giving stu-
dents a significant voice in the decision-making campus commit-
The "White Paper" on University-Church Relations. In response
to a request by some members of the Board of Trustees, I drew up
in the fall of 1963 a statement which I called, "Illinois Wesleyan's
Position as a Church-related University." We thought such a state-
ment might be useful in informing prospective new faculty and
administrative staff members as to just what the religious orienta-
tion of Illinois Wesleyan is. We wanted on the one hand to
separate ourselves from the outspoken "fundamentalist" colleges,
but at the same time not to align ourselves with the purely secular
institutions that assume no positive religious stance at all.
If I had realized how difficult it would be to write a religious
statement that would be widely understood in the way intended, I
never would have attempted it. In my naivete I thought that in a
couple of pages I could state a reasonable position that nearly
everybody would understand, and one that would be supported by
perhaps 90 percent of the faculty. And I assumed that the student
body would have no particular interest in the matter. Well, I was
Several faculty members that I thought would be my strongest
supporters seemed to misunderstand completely what I intended
to say. Others were openly hostile to the whole idea of trying to
formulate Christian ideals for the institution. Others thought it
would hinder rather than help our efforts to find good faculty per-
sonnel. And when the statement was published in the Argus
(where it was dubbed "The White Paper") it elicited more letters
to the editor than any other issue in my administration, I believe —
all of them critical.
Actually, the paper never did become "official," i.e., it was
never acted on by the Board of Trustees or its executive commit-
tee. It really made no change in our faculty recruitment policy — I
did not mean to imply that it would. I thought I was only stating a
policy that was already in effect, and had been for many years.
It is also interesting to note that two years later, when I made a
few slight changes in the statement and had it published again in
the Argus, it elicited not a single editorial comment nor any letters
from either students or faculty. This probably does not indicate
that the second statement was any more palatable than the first,
but only that the Argus by that time had other issues to editorialize
I present here the entire statement as it was revised on October
ILLINOIS WESLEY AN'S POSITION AS A
In order that prospective members of our faculty and
administrative staff may understand, before they accept a
position here, just what the religious orientation of Illinois
Wesleyan University is, we have set forth below as clearly as
we can what we conceive our attitudes to be as a Christian
It should be made clear, before proceeding further, that the
criteria for tenure and for advancement at Illinois Wesleyan
consist not merely in one's sympathy with these religious
attitudes alone. There are also the criteria of professional
competence and the assuming of professional responsibilities
as a teacher and adviser, the demonstration of a spirit of
cooperation with University personnel, and sympathy with
the general purposes of the institution. But the desire of
Illinois Wesleyan to include the religious along with the
liberal and the professional in a "balanced, integrated, and
continuous emphasis" on all three, means that the University
can ill afford to have persons on its faculty or staff who are
antagonistic to any one of these emphases.
Illinois Wesleyan is listed as a Methodist-related institu-
tion, and it is proper to ask what this really means. The con-
nection actually started at the beginning of the University's
history in 1850, as evidenced by the selection of the name
"Wesleyan" at that time and a formal declaration of spon-
sorship by the Illinois Annual Conference of the Methodist
Episcopal Church in September of that year.
The charter of the University provided that there should
be a Board of Trustees (now 36 members) and a Board of
Visitors (now 12 members), the latter to consist entirely of
ordained ministers of the Annual Conference. But trustees
and visitors were to sit together as a joint board for the trans-
action of all business with the one exception that the nomina-
tion of a new president of the University was to be exclusive-
ly a function of the visitors, and the voting on such a nomina-
tion exclusively a function of the trustees. These provisions
are still in effect. Trustees and visitors are elected to these
posts by the Annual Conference, which gets nominations for
all members of the joint board from the Conference Board of
Education. The latter, in turn, usually relies on the joint
board itself to make suggestions for these nominations.
This relationship to what is now called the Central Illinois
Conference of the Methodist Church has proved to be one of
mutual benefit. In no way, except through the membership of
individual Methodists on the joint board, does the Church
exert any control or direction over the policies, curriculum,
program, or personnel of the University. On the other hand,
the support which the Methodist Church has rendered to the
University in matters of public relations and finances has
been most valuable down through the years. The University
has in turn done much to serve the Church, since 40-50 per-
cent of its student body quite regularly are members of this
denomination, and since its facilities and personnel are
extensively used on a voluntary basis by Church agencies and
by local congregations.
But the Church-college relationship is in reality not so
much one in which each organization seeks to give help to the
other, but is rather an expression of the Church's basic
interest in higher education. It arises out of the conviction on
the part of the Church that the youth of America should have
the opportunity of going for their higher education not alone
to secular colleges, but to colleges where the study of
religious issues and concepts is included without apology in
the curriculum of liberal education, and where every worthy
vocation is regarded as a sacred vocation.
Our responsibility as individual educators is not simply to
teach subjects, but to enter into personal communication with
our students as persons — each of infinite worth and each hav-
ing unfathomed possibilities. Church-relatedness implies a
"religious" interest in each student and each colleague as a
whole person, not merely a mind.
Church-relatedness implies a dedicated devotion to the
truth and an obligation to keep humbly searching for the
truth, realizing that truth is always growing, never complete,
and that no man ever has all the truth, even about his own
special field or study. Moreover, after one has satisfied
himself as to what is true, he still needs to deal with the ques-
tion as to why it is true, and who the ultimate author of truth
is. Every academic discipline, indeed every course, is taught
from the "faith perspective" of the professor. It is, in our
opinion, essential that most teachers in a Christian university
teach from the perspective of the Judeo-Christian faith.
Therefore, as a Christian university we are seeking to have a
faculty that shares essentially the kind of faith — about the
universe, and God, and man, and human history — that is
expressed in the Bible, particularly the New Testament. "A
university is a comradeship of faith." (Buttrick).
A prospective member of the Illinois Wesleyan faculty or
administrative staff should therefore ask himself or herself:
"Can I warmly support such an attitude, and do I desire to
contribute to the enhancement of such an atmosphere?"
We assume that nearly everyone who answers the above
questions in the affirmative will be an active member of
some church. Most will belong to Protestant churches, but
membership in a non-Protestant church will not disqualify a
candidate. We are more interested in basic religious presup-
positions and convictions than affiliation with any particular
Neither do we attempt to prescribe any particular "school"
of Christian theology or philosophy. Rather, we are anxious
to stimulate both faculty members and students to engage in
the sort of conversations on campus which bring into play a
variety of theological points of view, thus challenging stu-
dents to develop and defend their own positions.
Anyone who can enter wholeheartedly into such an
atmosphere has fulfilled one of the important requisites for
permanent membership in the Illinois Wesleyan faculty.
October 22, 1963
Revised October 26, 1965
The new issue in 1965 was civil rights. The fact that no social
fraternity or sorority here at that time had a black member led
most everyone to assume that each had a rule, either written or
unwritten, against Negro members. When asked about it, the
typical "Greek" answer tended to sound evasive — something to
the effect that every campus society had the right to choose its
initiates according to the wishes of its own members, and no one
else. They staunchly defended their right to keep their member-
ship rules (or lack of rules) secret.
But the Federal government was at this time requiring every
applicant for Federal grants or loans to sign a statement of strict
compliance with the 1964 Civil Rights Act. I willingly signed this
statement and sent it in to Washington early in January of 1965, and
told both the students and faculty what I had done. We were
therefore on record that as an institution we did not practice racial
discrimination in any form.
Not long after this the Student Senate of Whitman College (Wal-
la Walla, Washington) mailed out to a large number of church-
related colleges a "declaration of intent" to "pursue actively" the
practice of "integrating" all campus organizations. The Whitman
Student Senate had signed this declaration, and they were asking
the other student governments to sign it also "in accord with the
spirit of the officially subscribed civil rights polity of the Univer-
sity and, more importantly, on the basis of religious and
democratic conviction." The IWU Student Senate approved this on
December 17, 1965, by a vote of 32-14.
By this time the faculty had likewise become much involved in
the controversy through its human relations committee (which also
had student members). This committee prepared a "human rights
statement" of its own which it submitted to 46 local campus
organizations in early February 1966, requesting their approval.
Fourteen responded, 12 positively and 2 negatively. Several others
were noncommital, asking for additional clarification.
Accordingly, the statement was expanded and "clarified" and
sent out again on February 18. This, however, elicited no more
favorable response than the first one, in spite of a letter of my own,
published on April 29, endorsing the statement, but refusing to
require organizations to sign it for the same reason that I was not
requiring faculty members to sign a loyalty oath.
The next fall the human relations committee prepared still
another statement. After passing it around among the faculty and
collecting some 80 signatures, it was sent out about November 1,
1966, for organizations to sign. The Student Senate on November 18
voted confidence in the new statement by a small majority, but on
December 9 reconsidered and rescinded its vote. The Greek
societies took the attitude that this was a move on the part of these
80 faculty members to close up fraternities and sororities at IWU.
They insisted that the matter be referred to the Board of Trustees.
At the February meeting of the Board that winter, the matter was
considered by the committee on campus life. This committee was
fairly well satisfied with the policy statement submitted by the
Interfraternity Council, to the effect that "selectivity during rush
is based on the personal merits of the rushee and on the standards
set by each fraternity. The IFC at IWU prohibits discrimination on
the basis of race," and recommended that the matter be further
considered at the May meeting of the Board.
By the time May 1967 had rolled around, the Pan-Hellenic Coun-
cil had also adopted the policy that "every girl asking to be rushed
will be given an equal opportunity to be selected for
membership," and the Board accepted this, along with the earlier
IFC statement, as meeting the no-racial-discrimination policy of
This was not the end of the civil rights movement on college
campuses, of course. But fortunately for me, the worst of the storm
did not break until after I retired. I hope and believe, however,
that our dealing with the matter in a forthright manner during my
decade made it a little easier at IWU for my successor.
Relations with Trustees. Some college presidents (to hear them
talk) seem to fear their trustees; others [again, to hear them talk)
seem to take great pride in their ability to manipulate their board.
If I had either of these attitudes, I was not aware of it. My relations
with the IWU Board of Trustees was almost always thoroughly
pleasant and, I think, frank and honest.
Since it is always the Board that chooses a new president, it was
through the Board that I first had contact with Wesleyan. Back in
1957 when the search for a successor to Dr. Holmes began, the
University was operating under a charter which for exactly 100
years had had a provision that in addition to the governing Board
of Trustees there had to be also a Board of Official Visitors,
elected by the Methodist Church through one or two of its Annual
Conferences. These official visitors were always invited to meet
with the trustees, where they had all the privileges of membership
in the Board except the right to vote and to hold office. But the
visitors had one exclusive privilege and duty, that of bringing in
the sole nomination for a new president whenever a vacancy
occurred in that office, the actual election being the exclusive
privilege of the trustees.
I have already described in Chapter 1 how the original contact
was made with me through Dr. Raye Ragan, chairman of this
official visitor search committee, and how favorably impressed I
was by the trustees and official visitors I met on my first visit here.
In Chapter 2 mention was made of my attempt during that first
year to become better acquainted with the Board by having a per-
sonal interview with each member in his office or place of
business. This was probably the best thing I ever did by way of
developing good relations with Board members.
Each month I met with the executive committee, and three times
a year with the entire Board. I tried not to use the Board or the
executive committee as a "rubber stamp." My own opinions and
recommendations, while not always well concealed, were
nevertheless kept in the background until the Board members had
had time to consider a question as objectively as possible. Besides,
there were many questions about which my opinion was of little
value. In those cases I simply had to rely on the expertise of
members of my staff and of the Board.
This was particularly true when it came to handling the business
details of building contracts, insurance, legal liability, special
investments, and government reports and obligations. These were
largely new to me, and had it not been for the good advice and help
of businessmen, accountants, and lawyers on the Board, and
expert staff members in our business office, I would have been
greatly handicapped. But I was an avid learner, and shall ever be
grateful for the education I derived from these experiences.
One thing that impressed me most favorably about my Board
was its willingness to go along with a bold building program. Only
in a few cases was there hesitation. One of these was in regard to a
new library. For a time a majority of the Board wanted to remodel
and expand the old Buck Memorial Library, even in spite of the
contrary advice of a visiting expert we employed to come in and
survey our situation. But after a year or so of working on alternate
plans, the dissenters were finally convinced that a new building
was necessary, and everybody then got behind the new project.
I found soon after arrival that we were not following closely the
letter of the Board by-laws. So, in 1961 and again to a lesser extent
in 1962, we revised them to make them correspond more closely
with actual practice. It was a relatively simple process to make
these changes, requiring only a two-thirds majority vote by those
present at a regular meeting of the Board, provided a quorum was
But the change most needed, we felt, was in the composition of
the Board, e.g., in the status of the official visitors, the amount of
alumni representation, the extent of control by the Church, and
the geographical spread of the Board. Changes of this sort would
require the amending of the charter, which in turn required a
change on the state records in Springfield. Hence, at its May 21,
1966 meeting, the Board, at my suggestion, appointed a committee
consisting of William Goebel, O. B. Pace, Hugh Henning, Dale
Pitcher, and me to work at the job of revising both the by-laws and
the charter. This committee brought in its final report two years
later (May 18, 1968) and it was adopted.
The report recommended a reduction from 36 trustees plus 11
official visitors to a total of 39 trustees (36 elected members and 3
ex officio members) all with equal power. Nine of the 39 were to
be elected by the Central Illinois Conference of the United
Methodist Church, and one of the ex officio members was to be the
presiding bishop of the U. M. Church in the area. Hence, the
Church would be represented by 10 participating trustees (at least
seven of whom must be ordained clergymen). Three of the 39 were
to be selected by the Alumni Association. The remaining 24 were
to be selected by the Board itself.
Provision was made for an executive committee and four
standing committees (instead of the six or seven previously), with
each member of the Board assigned to one or another of the four:
academic affairs, campus life, business affairs, and development.
One member of the staff of the president of the University was
assigned as a resource person to each of these standing commit-
tees: academic dean, dean of students, business manager, and
director of development, respectively.
These were the main changes. One important step remained to
be accomplished: the approval of the amended charter and of the
new by-laws by the Central Illinois Conference of the United
Methodist Church. By these changes the Church was gaining more
voting power in the decisions of the Board, but it was losing the
power it had had in electing the Board. There were those in the
Conference who saw in this an increased alienation of the Univer-
sity from the Church, a thing which they deplored. On the other
hand there were those who feared the possible liability which a
court might assign to the Church in case someone sued the Univer-
sity, and who welcomed, therefore, this limited involvement. On
the whole, the proposed arrangement appealed to most members
of the Conference as a good compromise, and the charter and by-
law changes were approved by a substantial majority.
Relations with Other Colleges. Inter-institutional relationships,
particularly for the smaller colleges, are very important. By
associating together, such colleges can usually gain favorable
exposure, prestige, and mutual encouragement, and can often
benefit greatly from sharing experiences. Illinois Wesleyan
administrators had realized this long before I came, and had
involved the University in many educational organizations. We
had membership, for example, in the American Council on Educa-
tion, the Association of American Colleges, the North Central
Association of Colleges and Secondary Schools, the Associated
Colleges of Illinois, the Federation of Independent Illinois Col-
leges and Universitites, and the National Association of Schools
and Colleges of the United Methodist Church. Moreover, each of
the professional schools and several of our academic departments
had been accredited by and given membership in their respective
But the 1950s and 1960s saw the rise of a new type of educational
association, the consortium. This is a more intimate type of
organization, involving usually a small group of similar institutions
located close enough geographically so that they can easily join in
such programs as shared library resources, exchange of students
and professors, joint scheduling of visiting lecturers and artists,
and cooperative study projects in this country or abroad.
It was in the early 1960s that the idea of such a consortium
among a few colleges here in the central states occurred to Presi-
dent Paul McKay of Millikin University, Decatur, Illinois. He
shared his thought with his Board of Trustees and was encouraged
to approach several other college presidents to see what the
interest might be. In general, he found a good response, and as a
result the following nine colleges were invited to form the charter
members of a group to be called The Central States College
Association (CSCA): Augustana College, Carroll College, Gustavus
Adolphus College, Illinois Wesleyan University, Luther College,
Manchester College, MacMurray College, Millikin University, and
Simpson College. After all these had received approval from their
respective Boards of Trustees, the consortium was incorporated in
the State of Illinois and began its official existence on July 1, 1965.
Within the next few years three additional institutions were
added, bringing the number to twelve: Mundelein College, St.
John's University, and Valparaiso University.
A set of by-laws was drawn up providing that the Board of Direc-
tors should consist of the presidents of the member colleges. Dr.
McKay was elected first president of this Board, and President
Ralph John of Simpson College, secretary. After considerable
searching, the Board employed Dr. Pressley McCoy as its first
executive, and located its office in Evanston, Illinois.
As was hoped, the launching of the consortium triggered a flurry
of activities. There arose almost at once a series of organized sub-
groups, or sections: The academic deans, the deans of students,
the business managers, the librarians, the teachers of chemistry, of
education, of foreign languages, of philosophy, of physics, and of
sociology, as well as the presidents of the several Student Govern-
ment Organizations. An exchange of faculty lectures was arranged,
mostly for one-week periods but in some cases for an entire
semester. A program of institutional research was developed, sup-
ported by a grant from the Carnegie Foundation. Opportunities
were arranged for some students in elementary education in the
more "rural" colleges to do observation and practice-teaching in
the inner-city schools of Chicago. Science students, particularly in
physics, were given opportunity to work at the Argonne National
Laboratory near Chicago. Machinery was set up to allow library
materials to go from one campus to another.
Exchange exhibits of student art were arranged. Visiting lec-
turers, sometimes from abroad, were brought in and scheduled for
an entire semester, one week at each campus. Study trips to
Europe and to various places in the U. S. were sponsored,
especially in the January short term. There was also a project for
testing the feasibility of teaching college-level introductory
philosophy courses to selected seniors in high school.
Several grants were obtained to help finance the projects, but
for the most part they were supported by the $6,000 or so paid by
each member college treasury each year.
After three years of service to the consortium, Dr. McCoy
resigned to accept a position in Redlands University, California.
His decision was announced in May of 1968, just at the time I was
preparing to retire from Illinois Wesleyan, with plans to spend the
year 1968-69 in Korea as a consultant to the faculty of Ewha
Womans University in Seoul. It happened that the "annual"
meeting of the CSCA Board was being held that spring here on the
Wesleyan campus, and the nominating committee put con-
siderable pressure on me to take the position being vacated by Dr.
McCoy. So, after a brief consultation with Martha (and a hasty
prayer for divine guidance), we decided to ask for a postponement
of the invitation to Korea until 1969-70 and to spend 1968-69 with
That was the way it was done, and both years turned out to be
great experiences, for which Martha and I are both most grateful.
By way of an historical footnote it should be added that I was succeeded
in the executive position by Dr. Frank Gamelin, who had been dean of
Augustana College, and the office was moved that fall (1969) to Rock
Island. Dr. Gamelin served effectively for several years, but the
enthusiasm for shared projects seemed to wane gradually, and on April
12, 1977, the Board voted to dissolve the consortium, almost 12 years after
Perhaps the single most comprehensive summary of the changes
made at Illinois Wesleyan during the "Bertholf Years" is to be
found in the final report which I gave to the Board of Trustees on
May 18, 1968. 1 therefore present it in full below.
A second farewell document, which I wrote for the Argus on
May 24, 1968, contains some backward glances, but mostly some of
my hopes and dreams for the future.
Also in this issue of the Argus was an editorial by Editor Bob
Sweet, which deals from a student point of view with some of the
And finally, I am including two articles from the Pantagraph and
one from the Argus.
The rest is for others to record and evaluate.
ILLINOIS WESLEYAN UNIVERSITY
Report of the President of the University
May 18, 1968
In this my last report to you I should like to summarize
briefly the major changes made in the University facilities,
assets and program during the past 10 years, and evaluate as
best I can the educational heritage which I shall turn over to
the able administration of Dr. Eckley, come next July 31.
Let me start with the campus itself. During this decade we
have purchased some 46 properties in the immediate vicinity
here and have thereby enlarged the campus acreage from
about 25.8 to about 33.8 acres, an increase of 31 percent, at a
cost of nearly $650,000.
During these 10 years there have been erected on the
campus 10 entirely new buildings (four academic buildings,
including the library, three residence halls, a field house, a
bookstore, and a maintenance building); two additions have
been made to Memorial Student Center and to the power
plant; the old science building has been transformed into
beautiful E. M. Stevenson Hall, and Westbrook Auditorium
has been completely refurbished. Seven campus structures
have been removed (four barracks, Old North, Duration Hall,
and Spotlight Alley Theatre) along with at least 25 dwelling
houses to make way for other structures. Most of the
electrical power lines have been placed underground. The
amount spent on these various building operations is roughly
Enrollment has increased about 35 percent, from 1,148
equivalent full time students in the fall of 1957 to 1,554 in the
fall of 1967. Within this total number the biggest increase has
been in nursing; this school, which was not in existence until
the fall of 1958, now has 172 students. The School of Drama
has also had a spectacular growth; in the fall of 1959 when it
was separated from the department of speech there were
only five students in the junior and senior years majoring in
drama, while this year there are 36 in these same two years.
The net total financial assets of the University have grown
from approximately $6.5 million in 1957 to $14.5 million in
1967. Of this latter, the endowment funds amount to nearly
$5,000,000 (book value) and the annuity and trust funds to
something over $2,000,000.
The educational and general expenditures have tripled
during this period, which makes the per-student increase
about 127 percent. The average annual faculty compensation
has slightly more than doubled. Library holdings have almost
doubled from about 55,000 volumes to nearly 100,000.
If you think you detect a note of pride in my reciting of
these statistics, you are doubtless correct. But the pride is not
simply personal pride — rather it is the feeling I share with all
of you on the Board, and with the entire Illinois Wesleyan
family: faculty, administrators, present students and alumni,
and even with the citizens of the community. For each of
these groups has shared in the work and in its support, and
has a right to share in the pride.
But the advances of the University in this decade are cer-
tainly not to be measured alone in terms of such statistics as
those just given. Rather it is in terms of the use made of these
fine new facilities by an increasingly able group of students
and faculty, that our success should be measured. What
changes in educational program have taken place?
Stated chronologically, the first major change was the deci-
sion to establish a collegiate School of Nursing. This school
began operating on a small scale in the fall of 1958, and came
under its present leadership in the fall of 1960. Since then it
has gone from one success to another, until it has achieved a
national reputation. With the completion of the lower floor of
E. M. Stevenson Hall within, we hope, the next couple of
years, it will have the facilities, the faculty, and the program
to accommodate some 225 candidates for the B.S.N, degree.
I have already mentioned the growth of the School of
Drama since 1959, and particularly since 1963 when the new
McPherson Hall came into use. Another decision of a similar
kind, made in 1967, was to organize our work in economics
and business into a division of the College of Liberal Arts.
This has operated for the current year under the chair-
manship of Dr. W. T. Beadles, and will continue with an
enlarged staff and expanded curriculum next year under the
new chairman, Dr. Harrington, as Dr. Beadles retires. We
anticipate a marked growth in this division.
Another significant curricular change occurred in 1962
when the department of psychology was moved from the divi-
sion of social science to the division of natural science and
given a mandate to "go experimental." This has resulted in a
surge of interest in the field, and a marked increase in the
number of majors.
Great improvement has also been made in the facilities,
equipment, and faculty for the other sciences. Biology has
adopted an entirely new curriculum. Mathematics has had a
spectacular growth in the past two years. Physics is picking
Foreign languages is another field in which great improve-
ment has been made. The language laboratory has been
modernized with the latest equipment and is being used con-
stantly. Mention should also be made of the new
anthropology emphasis which has been added to sociology,
and of the fact that political science a few years ago was
separated from history and placed in a separate department.
But the change that has probably had greatest effect on the
entire program is the inauguration of the January Short
Term. The stimulus which this has given to independent
study, to new methods of teaching, and to off-campus learn-
ing experiences has been tremendous. And so far we have
seen only the beginning.
We are finding also that many students do very well with
"independent study" courses administered during the sum-
mer. This is in part a reflection of the high caliber of students
which the University now attracts and in part of the ability of
many of our teachers to so motivate students that they
become self-propelled and take an adult attitude toward
Our new ACE (Academic Challenge Electives) plan is also
proving useful in broadening the liberal arts base of many
students. In this, any upperclass student in good standing may
take one ACE course each semester for four semesters in
some field outside his major without fear of having his class
standing lowered by a low grade, since no grade is given
except "Credit" or "No Credit."
The faculty has devoted much time this year to a revision
of the curricular requirements for the bachelor of arts and
the bachelor of science degrees. Students are becoming
increasingly involved along with the faculty in working out
these changes. This is as it should be. College-age students
are becoming more and more "adult" in their point of view. It
will probably not be long before 19-year-olds or even 18-year-
olds will be given the right to vote and all other legal rights as
an adult citizen. This will result, I'm sure, in even more flexi-
bility in the curriculum, less rigidity in class attendance
requirements and in campus rules generally, and perhaps
some different way of indicating academic success other than
We are, like most other colleges, making constantly
increased use of the computer. Our grades are now fairly
completely computerized, and the payroll and other business
operations soon will be. Some progress is being made to make
computer service available to students and faculty in the
sciences and mathematics and also in business administra-
tion. We are much indebted to the Funk Brothers Seed Com-
pany for making available to us at a very favorable rate the
use of their computer at certain hours.
As I prepare to relinquish the presidency, my main feeling
is one of deep gratitude to you on the Board of Trustees for
your truly wonderful support and friendship through these 10
years. To the two presidents under whom I have served, Ned
Dolan and Paul Allison, I owe more than I can say. Every
major advance here has come about only because in each
case they got behind the idea and supported it. Oftentimes
they have had more faith, more daring than I have had. It has
been amazing how many times we of the administration have
gone to the Board or to the executive committee with an idea
which we thought might be too expensive or too risky, only to
find that you were entirely willing to take the plunge.
All during these 10 years we have worked under an archaic
set of by-laws. Sometimes we have actually ignored them.
The status of the official visitors, for example, has never been
clear. Yet in spite of this, because of good common sense and
willingness to work together, we have accomplished our
business and through the efforts of Bill Goebel and you other
attorneys we have kept our acts reasonably legal.
Now, however, we have a new set of by-laws to present to
you which, we believe, will greatly simplify and regularize
our procedures, and I hope you will adopt them. If so, I shall
turn over this job to Dr. Eckley with much satisfaction, confi-
dent that the University is still Church-related in the finest
sense, but legally somewhat freer than formerly to follow the
policies worked out by its Board.
Personally, I am convinced that the religious purpose of
Wesleyan continues to be just as important as either its
liberal or its vocational purpose. You have chosen again to
place in the hands of a lay churchman the administrative
responsibility for keeping this emphasis balanced and at high
quality. I have every confidence in his desire and ability to do
this. The past, I am sure, is only prologue to a still greater
Lloyd M. Bertholf
THE ECHO CHAMBER
"Ifs" to Challenge IWU's Potential
President of IWU
Henry Brooks Adams once wrote (I'm sorry to relate) that
"nothing is more tiresome than a superannuated pedagogue."
If that is your own conclusion, here would be a good place
to stop reading. But if you're interested in a few conclusions
of a soon-to-become superannuated pedagogue, read on.
1. As to the nature and purpose of education.
I agree with Dr. Christian Gauss that the purpose of educa-
tion "is to open the mind, not to fill it. . . . Education does not
exist in and for itself. It is not a good thing as such.
"It is only an instrument, a tool, which may be used for
good or evil. The aim is to use it as a tool for good." He's
implying what has been pointed out many times — that an
educated rascal is more to be feared than an ignorant rascal.
Unless an educational institution seeks, therefore, to
promote the development of character, it may simply be con-
tributing to the sophistication of rascality. For as George Ber-
nard Shaw once said, "The most tragic thing in the world is a
man of genius who is not also a man of character."
I believe that good education must concern itself with the
whole man, not just his mind. Since "education" here really
means "educators," it follows that those who would be good
educators (both teachers and administrators) must be con-
cerned with their students as whole persons — as younger
brothers and sisters, shall we say — having unfathomed pos-
The art of teaching is not in telling, but rather in
suggesting — "redemptive questioning," as someone has said.
2. As to the future of the smaller liberal arts institutions
such as Illinois Wesleyan.
These colleges and small universities have continued up to
this time because they have filled a need. Now, many of the
large public universities which have heretofore been
specialized institutions are paying liberal arts colleges the
supreme compliment of imitating them.
They are adopting the liberal arts curriculum (often even
including courses in religion), giving the same degrees and
breaking up the campus into small units or "colleges" so as to
achieve the advantages of smallness.
But this only goes to show that the need still exists. And
because of our small size and great flexibility we can con-
tinue to lead in all sorts of educational experimentation and
If a small university can attain (or maintain) a high quality
of inspirational teaching;
if it can demonstrate a real interest in the whole life of all
its students without being paternalistic or over-protective;
if it can attain a "community" of campus life where two-
way communication is easy and effective and where every
segment of the community is involved in helping every other
if it can offer a satisfactory variety of curricula;
if it can stimulate students to develop rapidly their inde-
pendence of thought, their self-evaluation, self-motivation
if by the proper selection of staff and program it can induce
students to adopt high ideals of service and character;
and if it can do all this within the ability of each student to
pay; then I foresee a long and glorious life for such an institu-
There are many "ifs" in the above paragraphs but I believe
Illinois Wesleyan has the potential to meet all the conditions.
It will require much in the way of private support by gifts
from its alumni and other friends. But the result will be more
than worth the price.
No one who has attended IWU in the past 10 years has
derived more benefit from the experience here than have my
wife and I, and we are deeply grateful. We shall continue to
hold a deep personal interest in every student and every staff
member with whom we have worked.
Blessings on each of you.
—ARGUS, May 24, 1968
* * * * *
FROM THE EDITOR'S DESK
The Bertholf Years — decade of innovation
In 10 years at Illinois Wesleyan University, Dr. Lloyd M.
Bertholf has left an impression on the campus that will
remain long after his last day in office.
He is a man who had the foresight and interest in 1957 to
accept the challenge of the presidency of this University and
then to push for its further development.
Not long after assuming office, Dr. Bertholf took the first
step toward greater student responsibility by turning over to
the senate a portion of the new student activity fee.
Dr. Bertholf believed the students would manage these
funds well, and, throughout the years, this trust has not been
broken. It is to his credit that this move has been so well
There were other areas of the University that needed atten-
tion, especially facilities and buildings. Dr. Bertholf
instituted the 12th Decade Advance to improve these physical
Holmes Hall, Fred Young Fieldhouse, McPherson Theatre,
Sherff Hall of Science, Ferguson Hall, Munsell Hall, the
heating plant, two additions to the Memorial Student Center
and the library are all part of the Advance.
These were facilities that the University desperately
needed when Dr. Bertholf became president. They were,
therefore, high on his priority list. As each was finished, the
way lay open for another to be started.
Innovation has been a key in Dr. Bertholf's administration.
The most important aspect of this is the short term-long term
plan initiated in 1965.
Short term has been invaluable to students wishing to delve
deeply into a subject for three weeks or to travel across the
world in search of knowledge.
Such a new, versatile system has all avenues of utilization
open to it. Thanks to the foresight of a president, Illinois
Wesleyan has the opportunity to make use of this system.
Dr. Bertholf can be credited with other innovations during
his 10 years here. When Central States College Association
was formed, IWU was among the charter members.
A summer independent study program was set up.
Freshmen orientation sessions were held on summer
weekends for the first time.
Although a college president is always busy, IWU's
executive always has an "open door" for students. He is will-
ing to take time from his duties to talk with a student or to
confer with a campus leader.
This list of "achievements" could go on and on. The point of
it all is that IWU owes Dr. Lloyd M. Bertholf a deep debt of
gratitude for the thought and planning that went into his
—ARGUS, May 24, 1968
Editor, Bob Sweet
BERTHOLF LEAVES MARK
It would seem to us that Dr. Lloyd M. Bertholf can step out
as Wesleyan's president without too many nagging doubts
about the results he will leave behind.
The rise in quality of education at IWU in the last decade,
alluded to by both President Bertholf and Board President
Paul Allison, is obvious to faculty, trustees, and those close to
The University has not exploded in size, but has shown a
controlled growth suitable to the gains in financial security,
faculty improvement and building progress.
The ratio of faculty to students has risen; the level of train-
ing of the faculty has risen, too. Dr. Bertholf, in addition, has
Change of command: Retiring President Lloyd M. Bertholf turns over keys of the University
to incoming president. Dr. Robert S. Eckley, in 1968.
been able to obtain a broad spectrum of experts who have
served as part-time faculty members.
Dr. Bertholf's commitment to private education and
Wesleyan's successes during his tenure have played a part, at
least, in gaining greater attention from a larger audience for
the continued strengthening of non-tax supported institutions
of higher learning.
Private universities such as Wesleyan can better argue for
greater state scholarship expenditures and expanded support
from individual and corporate sources if they can point to
expert, trained, interested administrators and imaginative
This Wesleyan has been able to do with no little success
during the last decade.
Credit for Wesleyan's stability and quality cannot be
limited to the president's office alone, but Dr. Bertholf has
been the right man, in the right places, at the right time.
February 22, 1967
BERTHOLF DECADE TIME OF PROGRESS FOR IWU
by Dick Swoboda
"We must have not only educated men, but dedicated men
with character — responsible, dedicated and unselfish."
So said Dr. Lloyd M. Bertholf in September, 1958, shortly
after becoming president of Illinois Wesleyan University.
When the retiring president of IWU spoke these words 10
years ago he was attempting to define the type of men and
women he hoped the University would graduate under his
But the words also apply to Mr. Bertholf, too. His associates
at the University and throughout the community learned.
What has happened to the University under such a man?
Numerous Gains. Enrollment is up, new buildings have
replaced crumbling edifices, a school for nurses has been
established, financial aid has increased, a revolutionary
Short Term experiment has flourished and curriculum has
Mr. Bertholf is particularly proud of the development of
the University's nursing program. It started in 1958 without
sufficient leadership and without a building.
Today it is probably the fastest growing branch of the
University, has a renovated building to work in and the full
cooperation of Brokaw Hospital.
President Bertholf believes that the January Short Term
installed under his reign has allowed both teachers and stu-
dents more academic freedom. This is high on his list of
"By this program, we try to give the teacher an opportunity
to innovate and the student a chance to express himself," the
Curiosity Leads. Some students have spent the Short Term
in travel while others have taken courses they have wanted to
take, but just didn't have the time.
"They've been to California to study the gold rush and
they've been to the Dakotas to study Sioux Indian culture,"
the Kansas native said.
"In other words, we let their curiosity take them wherever
Being a member of the Central States College Association
also lets students go to another campus to study courses not
offered at IWU, he pointed out.
"There has been a decided change in the physical
appearance of the campus since I first arrived in 1958," Mr.
He pointed out there were four Army barracks serving the
campus, one of which stood where the present-day
administration building is. "All those went down," Mr.
Building Projects. Since his appearance there have been
about 15 major building projects.
They include an administration building, a science hall, a
field house, an addition to the student center, two dormitory
facilities, renovation of Stevenson Hall for the school of nurs-
ing, a new maintenance building, a bookstore, athletic
dormitory, partial renovation of Presser Hall and a just-
The University also spent about $90,000 dollars putting
electrical wiring underground.
The building program will go on after President Bertholf
leaves, but some of the drawing board ideas were instigated
Others to Come. "There is a $2V2 million fine arts complex
on the drawing boards and we've practically got the construc-
tion of an observatory to the bidding stage," he said.
Also, a $1 million grant has been approved for the building
of a new dormitory behind Magill and Franklin Halls.
Tentative plans also call for a new art building west of
McPherson Theatre. A residence for the president has
received the go-ahead signal.
Mr. Bertholf will leave IWU August 1 and will become
president of the Central States College Association in
He will succeed Dr. Pressley C. McCoy, CSCA head since
The Bertholfs will live in Evanston, site of the CSCA head-
—PANTAGRAPH, July 14, 1968
BERTHOLF DIRECTS YEARS OF GROWTH
by Beth Davis
When President Lloyd M. Bertholf came to Illinois
Wesleyan Aug. 1, 1958, average compensation for faculty was
$5,500 per year, and the enrollment was 1,000.
He then expressed hopes for expansion to 1,500 students
and "astronomical" annual compensation of $10,000 for
faculty by 1970.
TODAY enrollment is 1,500, but projections run up to 2,200.
Average compensation is $10,741 today, and must continue to
rise, said Dr. Bertholf, to remain not only competitive with
other schools, but above the national average so as to attract
Dr. Bertholf came to IWU from a deanship at the College
(now University) of the Pacific in Stockton, Calif.
"I found here a pretty good program, I thought, but not as
many PhD's or as much expertise as it seemed to me we ought
THERE WERE a number of deficiencies in the facilities,
too. A converted carriage house named "Spotlight Alley"
Theatre seated 100 in a squeeze. Offices were then in Dura-
tion Hall, which until last year sprawled in the middle of the
quad. Ground was broken for Holmes Hall on the day of his
inauguration in February, 1959.
"I TURNED my attention to getting the money to get the
faculty for a better academic program," said the president.
He also began to emphasize "getting students involved in the
whole operation of the university — expanding the student
membership on faculty committees."
Dr. Bertholf pointed out that the president is "the symbol of
the institution," and his main purpose is to give the whole
spectrum of people — students, faculty, administrators,
trustees, community, etc. — "confidence in the institution."
OF DR. ECKLEY, he told alumni: "It is providential, I firm-
ly believe, that the nominating committee has been able to
find such a competent and dedicated Christian gentleman as
they have, to nominate as my successor ... I commend him to
you wholeheartedly and will turn over my duties to him,
come next July 31, with complete confidence
Dr. Bertholf said that "his job will be similar to what I
faced," but that today the emphasis is on "out-of-class
experience" as well as on improved instruction.
ONE OF Dr. Bertholf's dreams, a university chapel, is
among the unfinished business he leaves. He considers a
chapel an important symbol of purpose and a focal point on a
He listed a science lecture room and an art school building
as other unfulfilled plans.
Why did he accept the presidency? Although he received
invitations from other colleges, he said, "I fought it off for 10
or 15 years. But one's influence and ability to make an impact
on the academic program is greater in the president's chair."
—Argus, February 13, 1968
Acacia Fraternity 37
Adams Hall 37
Admissions Committee 68
Ground breaking. ...12, 17, 23
Alexander, John 54
Allen, Eleanor 54
All-University Council ... 11, 67
Alsene, Ed 54
Andrew, Bunyan 9, 22
Argus 49, 67, 69, 78, 83, 84, 88
Arnold, Velma 8
Ascareggi, James 53
Associated Colleges of
Astronomy, Instruction in ....52
Athletics Committee 68
Austin, Joseph 53
Bachelor of Arts degree,
Bachelor of Science degree,
limited to six majors 52
Bankert, Robert 53
Barbour, James 54
Beadles, William T 5, 22, 48,
49, 65, 79
Bergstrom, John 53
Bertholf, Martha 2, 4, 31, 54
Beutner, Harvey 53
Bone, Robert 57
Bookstore, University 8, 30
Bouwman, Clark 9
Brandon, Susan 54
Braught, David 53
Brian, Fred 9
Bridges, Dennis 54
Brokaw Hospital 8, 44, 45
Brown, Donald 54
Browns, Ralph 9
Brucker, Roger 54
B.S. in Nursing degree 44
Buchholz, Mildred 6
Buck Library 23, 37, 41, 74
Buildings: goal 10, 11
Graph of building
Existing in 1958 23
Built during decade 78
Removed during decade ...78
Burt, John 54
Bushnell, Paul 53
Business and Economics
Business, Instruction in 48
By-laws, Board of
Campbell, Ronald 54
Campus Life, Trustee
committee on 74
Campus size 23, 78
Campus unrest 68
Carpenter, Edwin 9, 65
Carpenter, Kenneth 26
Case, Harold 12
Cello player story
Central Illinois Conference,
U.M. Church 41, 70, 74, 75
Central States College
Century Club 21,22
Chance, Varner 9
Why have? 61
Charles, Henry 9
Chau, YauPik 53
Christmas carol sing 11, 12
Civil rights 71-73
Church relations 69-71
Church, Roy 20
Cloud, Elizabeth 54
College Conference of Illinois
& Wisconsin 41
College Credit in
College of Fine Arts 9
College of the Pacific 1, 2
Collins, Joseph 53
Colter, Larry 54
Committees of the Board of
Convocations Committee 68
Craycraft, Nona 9
Credit Union 65, 66
Dads' Association 22
Darlington, W. W 53
Davidson Room 35
Davidson, William J 27, 28
Dietz, Patricia 9
Detweiler, Herman 54
Diener, Tom 54
Dickinson, John 38
Divided Semester Plan .... 49-51
Doctorates in the Faculty 11
Dodds, Glenn 54
Dolan, Ned 2,16,26
Donalson, Robert 53
Drake, Bernadine 54
Drama, Instruction in 47, 48
Drama, School of 48
Drexler, Dwight 9, 22
DuBridge, Lee A 63
"Dug Out" 35
"Duration Hall" 4, 23, 27,
Eckerd College 49
Eckley, Robert 78, 81
Economics (see Business &
Educational Psychology 47
Elm trees on the campus 11
Endowment Fund goal 10
Enrollment 20, 78
Erickson, Ruth 9
Evans, Mr. and Mrs. Mark. ...40
Evans, Orme 38, 40
Faculty benefits 64, 65
Faculty Bulletin 60, 63
Faculty Handbook 65
Faculty insurance program ..69
Faculty retreats 57, 58
Faculty salaries 20
Faculty Visitors to the
courses in 52
Faust, John 54
Ferguson, Constance 9, 36
Ferguson Hall 36
Ferguson, Rodney 38
Ferguson, Wilbert 36
Ficca, John 9
1957 and 1967 79
Foster, Helen 54
Frank, Forrest 53
Franzen, Dorothea 9, 22
Fraternity and Sorority
Fred Young Field
Fristoe, Dewey 9
Future of small liberal arts
Gamelin, Frank 77
Gardner, Greg 53
Gauss, Christian 82
Goals for the University
Goebel, William 74,81
Gordon, Jane 54
Graduate work 52, 53
By correspondence 52
In Music 52
In Science 52, 53
Griffin, Margaret 44, 45
Gross, John O. (footnote) 1
Harrington, Robert 53
Hartranft, Annabelle 54
Hedding Hall (footnote) 4
Henning, Hugh 74
Herren, Helen 54
Hess, Wendell 53
Hessert, Norman 53
Hessert, Paul 9
Heyboer, Paul 54
Hilton, Alberta 54
Hishman, Richard 54
Holm, Lydia 53
Holmes, Frank 9
Holmes Hall 23,24
Holmes, Merrill J 1, 3, 4, 12,
Honorary degrees 66
Horenberger, Jack 7, 8
Hughes, David 54
Husted, Virginia 9
Illinois Power Company 42
Illinois State Normal
Illinois State Scholarships.. ..21
Inauguration, 1959 12
Indebtedness of the
courses 51, 80
"In loco parentis" 68
Interfraternity Council 72
International Tree of
January Short Term ....49-50, 80
Jimison, Carmin 54
Journalism, Instruction in ....52
Judiciary Committee 67
Kappa Delta 37
Kappa Kappa Gamma 37
Kasch, Philip W 5
Kauder, Emil 9
Keck, Robert 8
Kelley, Joseph 7
Kennedy, Dorothy 54
Kessler, Gary 54
Kilgore, Rupert 9, 22
King, John 54
Kingland, Marjorie 53
Klauser, Lucile 9, 53
Kresge Foundation 16, 40
Krieger, Ruth 9
Kulfinski, Frank 53
Labarthe, Pedro 9, 13-14
Larson, Don 8-9
Larson, Mary 54
Language laboratory 15
Leonard, Richard 9
Liaison Committee 64
Library, Buck 38
Library, New 37-39
Lowry, Robert 58
Luerssen, Oliver 9
Lugg, Thomas 2
Lyle, Guy 37
Maintenance Building.... 40, 41
Mancinelli, Mario 9
Master of Music degree 52
Master of Music
Education degree 52
McCord, Lillian 9
McCoy, Pressley 76, 77, 87
McCullough, Edward 53
McDonald, William 53
McGrosso, John 53
McKay, Paul 75,76
McNeil, Barton 53
Meierhofer, Anne 6, 21
Merritt, Charles 22
(Student) Day 11,16
Meyers, Doris 9
Meyers, Joseph 9
Michel, Dieter 53
Miller, Emerson 53
Miller, Paul 54
Moody, Milton 54
Mower, A. Glenn 9
Mowry, Robert 53
National Defense Loan
Foundation 16, 53
Navy V-l.V-5, and V-7
Neumeyer, Carl 9
Newcomb, Zela 9
Nichelson, Lynn 21, 54
Niehaus, Marian 9
North Central Association 2
North Hall 33-34, 38, 47
Nott, David 53
Nursing, School of 44-46, 79
Objectives of the
Oborn, Daniel 54
Oborn, George T 5, 13,
Board of 73,74,81
Ogden, Wilbur 9
Oggel, Elizabeth 9, 22
Olsen, Roger 54
Pace, O.B 74
Pan-Hellenic Council 72
The Pantograph 57, 78, 86, 87
Pape, Max 54
Pearson, Justus 53
Peppard, Joan 53
Pfeltz, Clifford 53
Pflederer, Mildred 54
Phi Gamma Delta 36
Physical plant, Value of 20
Plum, Abram 53
Polites, George 53
Power plant 40
Pre-engineering program 52
President't Club 22
President's home 17, 23
Presser Foundation 31
Public speaking 47-48
Purdue University 1
Purpose of the
Ragan, Raye 1, 2, 73
Ratcliffe, Samuel 9, 65
Reid, Donald 54
Reid, Patricia 54
"Retailer for a Day"
Ridenour, James 54
Robinson, Marie 9, 22, 48
Ross, Paul 9
Ruoti, James 54
Ruthenberg, Donald 54
Sandstrom, Ronald 53
Schultz, June 9
Schultz, William Eben 9
Scifres, Sammy 54
Shanks, Mary 45, 54
Shaw, William E 1
Sheean, Jack (footnote) 39
Sheean Library 52
Sherff, EarlE 27,30
Sherff Science Hall 26, 37
Shiers, Chester 9
Short, Lee W 6-7, 11, 22, 50
Sigma Chi 38
Silber, John 9
Size of the student body,
Smiley, Mary 9
Smith, Edgar M 20
Smith, John Sylvester 5
Social Work, Instruction in. ..47
Sociology, Instruction in 47
Speech; School of
State Farm Insurance
Stegner, Richard 54
Stone, Jerry 54
Story, G.L 54
Strand, Donald 53
Student Activity fee 11
Student Loan Fund 20
Student Senate 68-72
Students on Committees 68
Summer Science Institute ....16
Swigart, V.C.; Swigart
Memorial Organ 16, 31
Tau Kappa Epsilon 36-37
Thibodeaux, Carole 53
Thompson, Frank 53
Thompson, Harold 54
Thompson, Loyal 13
Thrall, Charles 9
Tippett, Donald 12
Track, athletic field 41
Troxel, Russell 8
Trustees, Board of:
In 1958 16
And School of Nursing 46
Committees of 74
Relations with 73-74
Tucker, Lawrence 9, 65
Tuition charges 20
Ulrich, Roger 47, 54
cables 41, 78
relations 68, 71
Vandervoort, Alleyne 53
VanderWaal, John 54
Vestuto, Anthony 53
Walker, Everette 5, 51-52, 54
Wantland, Evelyn 53
Wantland, Wayne 9, 53
Ward, Ruth 5,60
Washburn, P. A 38
Watson, Elmo 33,36
Weir, Benjamin 38
Westall, John 53
Westbrook Auditorium 31
Whikehart, Lewis 9
White, William 54
Whitehurst, James 54
"White Paper" on University-
Church relations 68-71
Whitman College 76
"Why Illinois Wesleyan
Wilder Field 41
Williams, Louis L 16
Willis, Maurice 9
Wilson, Raymond 54
York, Owen 9
Yousri, Abbas 53